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Vol. 65 

^ormerhj 9fae Juvenile Instructor 





| No. 12 





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THE INSTRUCTOR, Vol. 65, No. 12 

Publishers: Deseret Sunday School Union, 44 East South Temple, Salt Lake City. Utah. 

Published the first of every month at Salt Lake City, Utah. Price $1.50 a year, payable in ad- 

Entered at the Post Office, Salt Lake City, as Second Class matter. 

Acceptance for mailing at special rate of postage provided for in Section 1103, Act of Oc- 
tober 3, 1917, authorized on July 8, 1918. 

Copyright, 1930 by Heber J. Grant, for the Deseret Sunday School Union. 


Madonna Frontispiece 

Let Me Remember (Poem) Christie Lund 713 

"Unto the Least oi These" David O. McKay 715 

A Baby's Shoe (Poem) ...... Estelle Webb Thomas 717 

Old-Lady- With-The-Pointed-Chin (Illustrated) 

• • ; Harrison R. Merrill 718 

The Life Story ot Evan Stephens 720 

Tribute to Evan Stephens Harold H. jenson 721 

The Three Nephites E. Cecil McGavin 722 

The Salvation Army on Prohibition 724 

An Early "Mormon" Honeymoon C. N Lund 7?5 

Christmas-Tide (Poem) Effie Lloyd Lancaster 728 

Editorjial — Christmas 72'> 

Signs of the Times J. M. Sjodahl 731 

Sunday School Departments 734 

L. 1). S. Sunday School Officers and Teachers 

Sacramento and Gridley Districts, Cal 744 

L. D. S. Sunday School, Gooding, Idaho 758 

Tom Tom Escapes the Ax on Christmas Day 

Glen Perrins 767 

What Uncle Alec Meant Emma Florence Bush 769 

The Budget Box 771 

Polly Winkums 774 

The Funny Bono 776 



What Musical 


Would You Like to Play 

There is one great institution in the intermountain country where 
you can get anything in music or any kind of musical instrument 
at the lowest factory price and on the very easiest terms. Now is 
the time to get started. Fill in and mail this coupon today indi- 
cating what instrument you are most interested in. 

74 So. Main St. 

Salt Lake City, Utah 

I am interested in without obligation to 

me in any way, you can send me free, full details about your ten-day 
free trial offer, along with new catalog, prices and your Easy Payment 
Plan. J. I.— 10. 


Address Box 


Little Visits from the Aditorium 

If your fairy godmother had bestowed upon you the gift of always living in a home 
whose temperature would be that of a beautiful June day, would you be grateful? You 
can bestow that gift upon yourself by heating your house with NATURAL GAS. All 
worry about the heating of your house gone, that grimy, lung-destroying job of remov- 
ing ashes done away with. It's a wonderful world we live in today when a man can have 
June in his home from September until May. Sort of pre-heavenly, you know. Just 

Have you ever been through a laundry? You would be surprised. Everything 
is so nice and clean, and there is so much m achinery to do it efficiently. 

A trip through The Troy Laundry will reveal the efficiency of which they are re- 
lieving thousands of women of the hardest task of all — "Washing." Many people have 
a mistaken idea of the way laundries handle washing. They imagine the clothes are 
put through some grinding process which wears and tears. This is not so. The clothes 
.•re washed and ironed scientifically. The Troy Laundry have the most modern equip- 
ment and expert operators' and thousands of gallons of absolutely soft water. 

Giving a box of candy is a delightful way of paying those obligations, which would 
be embarrassing left unnoticed, yet which cannot be acknowledged in any way that re- 
quires further attention on the part of one to whom you are indebted. Under such 
circumstances, however, an ordinary box of candy is not appropriate. If you choose 
GLADE'S CANDY you will fulfill in a most gracious manner all the requirements of 
the occasion. When in doubt what to do, give a box of Glade's Candy. 

How attractive to the home and surroundings is a beautiful, colored roof of Asbestos 
Shingles. If your home needs re-roofing, these sturdy shingles can be applied right 
over your present roof and relieves you of removing the old ones. They certainly add 
beauty and color to your home. Just ask The American Asphalt Roof Corp. to show 
you these shingles. 

August 23rd the College Boot Shop opened store JNo. 5 in Rexburg, Idaho. 

The College Boot Shop, a Home Institution, operating in Utah and Idaho, are 
endeavoring to give to the public better shoes for less and also better service. All regu- 
lar employes are graduates of the American School of Practopedics. Our motto: "We 
meet you at the door." 

Everybody likes Ghirardelli's Chocolate. It is such a good standby. It is so nour- 
ishing. When mother is too tired to cook, how good a luscious salad tastes with whole- 
wheat bread and a cup of Ghirardelli's Chocolate. We are quite willing to save mother 
from getting dinner with such a pleasant, nourishing substitute. 


* ♦ * M* * * * 

iitrketj % ileus? 

y *-\ "*WAS the night before Christmas, 
A and all through the house, 

Not a creature was stirring but 
Mickey the Mouse, 
And he was inspecting the chimney with care, 
In hopes that St. Nicholas soon would be there. 
And well he might wonder, and well he might fear, 
For Saint Nick had come down through the chim- 
ney last year 
All covered with soot, and strangling with smoke, 
And he swore in a rage between every choke: 
"It's a pity they couldn't give welcome to me 
When they asked me to fill up the stockings and 

I've a good mind no longer appointments to keep, 
But to turn my job over to some chimney sweep!*' 

Now, wee Mickey Mouse had just finished a round 
Of Mouse Golf with one of his friends when the 

Of St. Nicholas swearing broke in on the game, 
And they had to admit that it sure was a shame, 
The way that good Santa Clans found himself 

Would you like with soot and smoke to be greeted? 
But down through the chimney came old Nick 

As happy as could be, the merry old elf! 

There wasn't a pin-head of soot on old 

And he coughed not a cough, but he 

cried, "Tell me quick! 
What is it has happened to clean up this 

Of smoke and of soot — say, wee Mickey Mouse!" 
Then Mickey spoke up and told what he knew, 
That the dirt, and the smoke, and the soot were 

In aU the clean houses throughout the great west 
Since Natural Gas has been found of all fuels the 

So Nick warmed his hands at the glowing gas grate. 
And laughed, "Ho! Ho! Ho! I sure 'preciate 
The no-dirt, no-smoke, no-soot of this home, 
And now I will show it before I must roam." 
So he left better presents than ever before, 
And stuffed all the stockings till none would hold 

He said, as he left, "When I'm pleased, then I 

And he stretched Mickey's sock with a large hunk 

of cheese. 

Now, listen, dear children, and tell all the folks 
That dirt, smoke and soot are no longer jokes — 
If your family healthy would be every day, 
Cook with gas, heat with gas, use gas every way, 
And the town will be smokeless, and clean every 

Take advice from old Santa and Mickey the Mouse, 


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y^^NE saying of a certain great financier has be- 
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In the aftermath of market declines and business 
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Let Me Remember 

Dear God, when I look toward yon star 
Let me remember how very far 
He came for me. 

Le me recall the price He paid 
And the super-sacrifice He made 
That we might see. 

Let me practise the love He taught 
Lest His noblest dreams should come to naught 
And futile be. 

Let me strive for that brotherhood 
Which is the basis of all that's good, 
And makes men free. 

Let me show my love and praise 
By walking with Him along the ways 
That lead to Thee. 

— Christie Lund. 


This is a photograph of a very old canvas of The 
Nativity, now in the National Gallery, London, 
painted by Francisco Zurbaran, (1598-1662). 

Dolcl, 1616 — 168« 



Vol. 65 


No. 12 

"Unto the Least of These" 

By General Superintendent David 0. McKay 

cessity of individual rather than upon 
group attention. "We have had in all 
education too much teaching of facts, 
too little development of individuals." 

Some of the major recommendations 
given for the raising of the prospects 
in life of the more than 45,000,000 
American children may be summarized 
as follows : 

1. Special abilities of each child 
should be studied and the boy or girl 
placed in the way to take advantage of 

With this thought in mind, Secretary 
Wilbur struck a significant note on 
vocational preparation, when he said : 

"The boy interested in mechanics 
should not have to struggle with the 
names of the wives of King Henry 

2. Every child having a physical 
handicap should be given expert study. 

Statistics are tabulated showing the 
importance and magnitude of this phase 
of child welfare. For example there 
382,000 children suffering from pre- 
ventable tuberculosis ; 
1 ,000,000 children suffering from heart 
trouble ; 
300,000 crippled children, one-third 
of whom need special edu- 
cation they are not getting; 
450,000 children so mentally retard- 
ed as to need special educa- 
tion ; 

No more forward-looking movement 
toward the safeguarding of childhood 
has perhaps ever been taken in the his- 
tory of the world than that manifested 
in the White House Conference on 
Child Health and Protection, Novem- 
ber 19-22, 1930, in Washington, D. C * 

Initial steps in the organization of 
this conference were taken by Herbert 
Hoover, President of the United 
States, more than a year ago when he 
appointed a committee of representa- 
tive men and women, and directed them 
to make a survey of conditions and 
problems directly affecting children 
throughout this entire country. This 
Committee under the chairmanship of 
Doctor Ray Lyman Wilbur, Secretary 
of the Interior, and under the executive 
direction of Doctor H. E. Barnard, en- 
listed others of their fellow citizens, 
with the result that over 1,200 special- 
ists devoted months of unselfish, in- 
telligent effort in searching for facts 
required. The result was that over 120 
committees placed before the Confer- 
ence "a wealth of material as was never 
before brought together." Even the 
preliminary reports when bound made 
a volume of nearly six hundred pages. 

The earnestness and evident sincer- 
ity of the 3,000 or 4,000 delegates from 
all parts of the United States was in 
itself a good omen for the future wel- 
fare of the youth of our country. 

Another encouraging feature was the 
continual emphasis laid upon the ne- 

♦Superintendent McKay attended the Conference as a representative of the Church, 
by special invitation of President Herbert Hoover. — Editors 



Dec. 1930 

5,000,000 children starting life with 
serious physical or mental 

3. Labor that stunts growth or in- 
terferes with or limits education was 
emphatically discountenanced. 

"Industry must not rob our children 
of their rightful heritage," declared 
President Hoover in opening the Con- 
ference: "Any labor which stunts 
growth, either physical or mental ; that 
limits education, that deprives children 
of the right of comradeship, of joy 
and play, is sapping the next genera- 

4. Training along religious, moral 
and character-building lines was fre- 
quently and strongly urged. 

"Every child," summarized Secre- 
tary Wilbur, "should have some form 
of religious, moral, and character train- 


3. If any benefit results from the 
wealth of material submitted, it will be 
for the Communities and the State to 
achieve it. The task of "rising above 
sentimental futility to practical achieve- 
ment," of translating theory into every 
day practice was given definitely to the 
co-work of the community and parent 
and not as a governmental obligation. 

"Nobody should get the idea Uncle 
Sam is going to rock the baby to 
sleep," Secretary Wilbur warned. 

6. The institution that exerts the 
greatest influence over the lives of 
future citizens is the home. 

The responsibility of maintaining a 
home in which radiates a beneficial en- 
vironment for the child rests directly 
upon the individual parents. To give 
proper home training is a duty that 
parents owe to the children and to the 

"The preservation of America's 
greatest institution — the home — is one 
that should demand the active interest 
and serious attention of every citizen." 

7. The public school, the Church, 
Welfare Organizations niust supple- 
ment but never supplant the home. 

Upon the training these children 
receive depends the future of the Na- 

tion. The question of whether or not 
they enter tomorrow well equipped to 
take their places in handling the social, 
political, industrial and moral problems 
of the state must be answered by the 
men and women who today have the 
responsibility of guiding their destinies. 

"Inasmuch as ye have done it unto 
the least of these, ye have done it unto 

Below is given a summarized intro- 
duction to the final report. 

Introduction to the Report 

Every American child has the right to 
the following services in its development 
and protection: 

1. Every prospective mother should 
have suitable information, medical super- 
vision during the prenatal period, compe- 
tent care at confinement. Every mother 
should have post-natal medical super- 
vision for herself and child. 

2. Every child should receive periodical 
health examinations before and during 
the school period including adolesence, bv 
the family physician, or the school or 
other public physician, and such examin- 
ation by specialists and such hospital care 
as its special needs may require. 

3. Every child should have regular den- 
tal examination and care. 

4. Every child should have instruction 
in the schools in health and in safety from 
accidents, and every teacher should be 
trained in health programs. 

5. Every child should be protected from 
communicable diseases to which he might 
be exposed at home, in school or at play, 
and protected from impure milk and food. 

6. Every child should have proper sleep- 
ing rooms, diet, hours of sleep and play, 
and parents should receive expert infor- 
mation as to the needs of children of 
various ages as to these questions. 

7. Every child should attend a school 
which has proper seating, lighting, venti- 
lation and sanitation. For younger chil- 
dren, kindergartens and nursery schools 
should be provided to supplement home 

8. The school should be so organized 
as to discover and develop the special 
abilities of each child, and should assist in 
vocational guidance, for children, like 
men, succeed by the use of their strongest 
qualities and special interests. 

9. Every child should have some form 
of religious, moral and character training. 

10. Every child has a right to a place 
to play, with adequate facilities therefor. 

11. With the expanding domain of the 

bee. Jyp 




community's responsibilities for children 
there should be proper provision for and 
supervision of recreation and entertain- 

12. Every child should be protected 
against labor that stunts growth, either 
physical or mental, that limits education, 
that deprives children of the right of com- 
radeship, of joy and play. 

13. Every child who is blind, deaf, 
crippled or otherwise physically handi- 
capped should be given expert study and 
corrective treatment where there is the 
possibility of relief, and 'appropriate de- 
velopment or training. Children with 
subnormal or abnormal mental conditions 
should receive adequate study, protection, 
training and care. 

14. Every waif and orphan in need must 
be supported. 

15. Every child is entitled to the feeling 
that he has a home. The extension of the 
services in the community should supple- 
ment and not supplant parents. 

16. Children who habitually fail to meet 
normal standards of human behavior 
should be provided special care under the 
guidance of the school, the community 
health or welfare center or agency for 
continued supervision or, if necessary, 

17. Where the child does not have these 
services, due to inadequate income of the 
family, then such services must be pro- 
vided to him by the community. 

18. The rural child should have as 
satisfactory schooling, health protection 
and welfare facilities as the city child. 

19. In order that these minimum pro- 

tections of the health and welfare of chil- 
dren may be everywhere available, there 
should be a district, county or community 
organization for health education and wel- 
fare, with full time officials, coordin- 
ating with a state-wide program which 
will be responsive to a nation-wide service 
of general information, statistics and 
scientific research. This should include: 

(a) Trained full time public health 
officials with public health nurses, sani- 
tary inspection and laboratory workers. 

(b) Available hospital beds. 

(c) Full time public welfare services 
for the relief and aid of children in spe- 
cial need from poverty or misfortune, for 
the protection of children from abuse, 
neglect, exploitation or moral hazard. 

(d) The development of voluntary or- 
ganization of children for purposes of 
instruction, health and recreation through 
private effort and benefaction. When 
possible, existing agencies should be co- 

It is the purpose of this Conference to 
establish the standards by which the 
efficiency of such services may be tested 
in the community and to develop the 
creation of such services. These stand- 
ards are defined in many particulars in 
the Reports of the Committees of the 
Conference. The Conference recommends 
that the Continuing Committee to be ap- 
pointed by the President from the Con 
ference shall study points upon which 
agreement has not been reached, shall 
develop further standards, shall encourage 
the establishment of services for children, 
and report to the members of the Con- 
ference through the President 

A Baby's Shoe 

By Estelle Webb Thomas 

When it's shabby and scuffed up, and no longer new, 
There's something so touching about a wee shoe. 
Such fat little bulges impress the soft kid 
Where lately the "five little pigs" have been hid. 

Such strained little buttons all ready to pop, 
Where a fat little ankle bulged over the top. 
Such a round little, tired little, rubbed little sole 
That has trotted all day toward its ultimate goal. 

And it bears in its manner so surely the air 
Of the dear little mortal whose foot is its care ; 
Oh, there's nothing looks so like the -baby, 't is true, 
As its dear little, queer little, worn little shoe ! 


By Harrison R. Merrill 

We found her there along the Navajo 
Trail in Bryce— this Old-Lady-With- 
The-Pointed-Chin. She was a rose- 
colored bust done a heroic size by some 
sharp chiseled Wind Sculptor of the 
distant past. 

Her abundant hair was drawn back 
from a rather low brow and knotted in 
a pointed bob at the back of her head. 
Curls, like buffalo horns, hung down 
beside her ears practically hiding them 
from view. 

Beautiful Old-Lady- With-The- 
Pointed-Chin— -how long, I wonder, 
has she been there on her sunny hill- 
side looking off toward Tropic and the 


Navajo Mountain beyond! 


When the unknown sculptor, bene- 
factor to the ages, was fashioning the 
perfect lineaments of his perfect Venus, 
was this bust there in the undiscovered 
grandeur of her canyon-gallery ? She 
may have been, and yet, she may be 
much younger than that. Time marks 
her lightly. Since the Mormon Pio- 
neers first saw the matchless canyon 
they cannot detect a single change ex- 
cept that made by man in its delicate 

I can imagine the gentle Rains and 
the musical Winds working upon this 

Dec. 1930 



statue neverendingly, sanding off a 
sharp corner here in a hundred years, 
cutting a character feature there in an- 
other hundred, but always continuing, 
always singing at their tasks. 

When the years come, Old-Lady- 
Wath-The- Pointed-Chin, and I am no 
longer a hiker along the Trails of 

Bryce, who will come to admire and to 
visit with you ? In a hundred years — 
a thousand years — will you be there 
looking off toward the town of Tropic 
and the Navajo Mountain beyond? 

If so, who will be here to record 
the fact, to enjoy the Trails of Bryce? 

I wish I knew. 

Are You a Chum? 

By Mrs. Nestor Noel, For National Kindergarten Association 

We mothers should be chums with 
our children. 

How are we to be real chums ? We 
"kiss the place to make it well" while 
they are tiny babies, when they are 
sick we stay awake for them night af- 
ter night if necessary, we sympathize 
with them in their little troubles, when 
they break their cherished toys we 
mend or replace them. This is not 
all that is required of us. We share 
their tiny troubles, patiently, but do 
we as patiently share their joys? 

I once saw a lonely little girl in 
school on a celebration day. She was 
in tears. All the other children had 
their parents there. Why had hers not 
come? I tried to find out, but there 
seemed to be no real excuse. When 
our children have to recite in public, 
<Io we put off everything to go? 

We can lose our children in more 
ways than one. We must play with 
them as earnestly as we work with 
them and then they will tell us almost 
everything that is in their hearts. If 
we don't, they will think we are too 
"'grown up" and will confide in others 

"I never think of you as grown up," 
said my daughter to me one day. 

That seemed to me one of the high- 
est compliments she could pay me. 

Allow a child to crumple your dress 
a little. What are such trifles com- 
pared with her happiness ? 

Do you think you are a wonderful 
parent because you give your child 
enough to eat and drink, nice clothes 
to wear and a pretty room in which to 
play? Maybe she wants you to play 
with her. 

When playing with a child, be care- 
ful to play as a child, or she will not 
enjoy the game. If you get a little 
huffed, (in pretense) because you lost, 
she will like you better. I know. I 
have tried it. 

At the same time you must teach 
her how to take losses in a game. Do 
not keep up the huff more than a sec- 

Laugh a great deal with your chil- 
dren. I once heard a child say, "We 
never laugh in this house unless we 
have visitors." 

What a disclosure! What a life for 
that child to lead! 

Do not be content to say that you 
do not understand your children. 
Study to understand them. If you have 
not been playing with them, try it as 
a new method of contact. The moth- 
er who plays with her children is the 
mother who is best beloved. 


Love much. Earth has enough of bitter in it. 

Cast sweets into its cup whene'er you can. 
No heart so hard but love at last may win it. 

Love is the grand primeval cause of man. 
All hate is foreign to the first great plan. 

—Ella Wheeler Wilcox. 

* STORIES 4ij&$ 

The Life Story of Evan Stephens 

The following chronological account 
of the life of Evan Stephens, was 
written by himself, in pencil notes, and 
found by his housekeeper and grand- 
niece Sarah Daniels among his ef- 
fects, soon after his death which occur- 
red October 27, 1930. 

— Associate Editor. 


Calendar of His Life 

1854— Born at Pencader, South 

1866— Crossed the sea in a sailing 
vessel. Crossed the plains (on foot) 
with ox team train. Arrived at Salt 

1867— Settled in Willard. Joined 
the choir and sang alto. 

1868-69-70— Herded sheep and did 
all sorts of farm work. Also helped to 
build stone walls and houses in Willard. 
Learned to read music and began to 
learn to play the fife, accordeon and 
cabinet organ, make molasses, plough, 
drive oxen, haul logs, copy and write 
music. Began life-long friendship with 
Tohn J. Ward. 

1871— Was made choir leader. 
Gave my first concert at which some 
of my own compositions were sung. 
1872 — Brought my Willard choir to 
Salt Lake to sing with the Tabernacle 
Choir at Conference. 

1873 — Saw my first composition in 
print in Juvenile Instructor. This 
meant that I had in 'these few years 
mastered (the rules and practice of 
harmony and musical composition to 
write simple music correctly and ex- 
press the words of the music in part 

1875-76-77-78— Left farm work for 
railroading, as section-hand in summer, 
snow-shoveling and gravel-train in 


Taken In 1911. Prior to the Tabernacle 

Choir's New York Tour. 

winter — $1.37 per day wage. Began 
batching it, or keeping house by my- 
self, teaching music classes at night 
and writing music plays; also playing 
the little organ at dances, taking part 
in theatricals (home) and doing much 
reading, including . music , 'journals, 
plays, poetry and musical works; also 
systematizing my general methods of 
teaching music reading classes, and 
getting a general understanding of 
musical things as well as the drama 
and poetry — always attending to my 
Church functions in the ward. 

1879 — Accepted a position in Logan 
as organist of the Logan Tabernacle. 

1880 — Choir and teaching singing 
classes, children afternoons, adults at 
night, giving my own operettas and 
plays, as well as concerts at intervals, 

Dec. 1930 



repeating, in improved style, what I 
had done at Willard. 

1882— Left Logan for Salt Lake, 
intending to study pipe organ, but was 
soon persuaded to organize classes as I 
had been doing in Logan. Began in 
May with 200 Sunday School children, 
selected from the various wards. In 
August gave my first concerts, matinee 
and night, at the Salt Lake Theatre, 
causing so much interest that over 400 
children applied for admission within 
the next ten days, making three classes 
in all, held in the Council House 
situated where the News Building is 
now. Before the year was out I also 
had a class of adults at night, and a 
fine glee club of sixteen of the city's 
best singers, called the Mendelssohn 
Glee Club. 

(To be continued) 

Tribute to Evan Stephens 
By Harold H. Jenson 

[One of numerous boys Professor 
Stephens' influence and life inspired to 
greater ambition.] 

There are two kinds of men, 
And he was of the kind I'd like to be. 

Those who have read Edgar A. 
Guest's famous poem will agree that 
this ideally fits the late Evan Stephens, 
whose life has influenced more young 
men to realize their ambition than any 
man I know. The writer is only 
one of the numerous young men who 
would like to eulogize this great char- 
acter, for great he was in stature, music 
and in heart. Few had the sympathetic 
understanding of youth as did he. Al- 
though he was father of none he was 
father to all. 

The writer will perhaps be pardoned 
if for illustration's sake he refers to 
his own experience with IProfessor 
Stephens, for, as Shakespeare says, 
"thereby hangs a tale." 

Every fond parent has an idea that 
his or her child possesses hidden talents 
and especially can sing. Even before 
reaching the teens, the scribe's mother. 


Snap shot taken by Sarah Daniels in 

the Musician's Garden. 


particularly, thought him a 
McCormack, even though the child did 
not share in the opinion and refused 
to sing except for a "professional" 
money reciprocation. Evan Stephens, 
then director of the Tabernacle choir, 
was organizing a children's chorus, 
particularly specializing in boys' voices. 
The mother scrubbed her "aspiring" 
or, better, her "perspiring" offspring 
ready for the "slaughter" as he thought 
and by force made him join a chorus of 
youngsters assembled in the Assembly 
Hall ready to raise their voices in song 


722 THE INSTRUCTOR Dec - *>*> 

Professor Stephens saw the reluc- the heart strings. He was wedded to 
tancy of the youth and said to the his art — music — though children were 
mother, "You go and leave him with his hobby- There are too many cases to 
me, he'll sing all right." Fear over- mention of boys he has helped to need 
came the youngster as he looked at citing. Many recall the name of Noel 
this none too handsome director, but Pratt, now deceased but one of Utah's 
soon the smile on that face and the most prominent lawyers and judges, 
friendly words "My boy, I have heard He owed a large part of his success to 
all about you as a high soprano and Evan Stephens. The younger genera- 
picked you out of an entire Sunday tion will remember Dr. Thomas Thomas 
School to join my band. Surely you a blonde Viking who captured the eye 
won't disappoint me." Then and there of everyone as a superb specimen of 
grew a comradeship that lasted through manhood. He is now a promising 
manhood. Professor Stephens want- young doctor in New York. He was 
ed to adopt this youth, as he had done put in the way of success by Pro- 
many others, raise him to be a lawyer, fessor Stephens. Many boys would 
and while going to school come and never have fulfilled missions had it not 
live at the Stephens home. Unlike been for the help of this man. His 
some other cases this boy had a good home was always the scene of youth 
home and could not go, although he and youthful activities. He was young 
wanted to and even now regrets that he with them and as President Joseph F. 
did not get -that opportunity for it Smith once said, "the body is young as 
passed him by and he never realized, long as the spirit is young." This was 
nor did his parents, what that chance true of Professor Stephens, 
might have meant. He is gone but his memory will never 

But to go back to the man who die. Generations will pass but fathers 

helped boys reach their pinnacle of will still point out his life to their sons 

success. He was human. He touched as an example of a real man. • 

The Three Nephites 
By E. Cecil Mc Gavin 

The great American writer, Wash- ican's interest in the romantic and pic- 

ington Irving, adds his testimony to turesque Spain of long ago, among 

that of many others who do not pro- which was a monumental biography 

fess faith in Joseph Smith or his mis- of Christopher Columbus. His offi- 

sion, yet unconsciously introduce facts cial position and literary ability gave 

which can be explained only in terms him access to documents never before 

of revealed religion. Scientists, to- published. In this encyclopedic work 

day, in finding remains of ancient civ- he mentions an incident, which to the 

ilization in Central and South Amer- student of the Book of Mormon, is 

ica, present the results of their re- reminiscent of the account of the 

search as if they were doing it for Three Nephites. 

the express purpose of corroborating He states that while on the second 

the story told in the Book of Mormon, voyage to the new world and while 

In 1826 Irving was made attache skirting the coast of Cuba, Columbus 

to the legation at Madrid. He occu- sent a party of men inland to procure 

pied this position for three years, dur- a supply of water and fuel. "While 

ing which time he made extensive re- they were employed in cutting wood 

search into old Spanish documents, and filling their water casks, an ar- 

The result of this scholarly research cher strayed into the forest with his 

was four works expressing an Amer- cross bow in search of game, but soon 

Dec - 193 ° THE THREE NEPHITES 726 

returned, flying with great terror, and smoothe savanna, or in a glassy pool of 

calling upon his companions for aid. water, their height and erectness give 

He declared that he had not proceed- them, at first glance, the semblance of 

ed far, when he suddenly spied, human figures. Whether the story 

through an opening glade, a man in a originated in error or in falsehood, it 

long white dress, so like a friar of the made a deep impression on the mind 

order of St. Mary of Mercy, that at of Columbus, who was disposed to be 

first sight he took him for the chap- deceived and to believe everything that 

lain of the Admiral. Two others fol- favored the illusion of his being in the 

lowed, in white tunics reaching to vicinity of a civilized country." 

their knees, and the three were of as This ingenius explanation may have 

fair complexions as Europeans. Be- been a good one if nothing better can 

hind these appeared many more to the be substituted. One cannot discredit 

number of thirty, armed with club* the Book of Mormon story and accept 

^nd lances. They made no siens of this supposition that the archer, in ex- 

hositility, but remained quiet, the man citement simply saw some cranes and 

in the long white dress alone advanc- convinced himself that they were men. 

ing to accost him ; but he was so alarm- Irving' relates another interesting 

ed at their number, that he fled in- account relating to Book of Mormon 

stantly to seek the aid of his compan- history. In speaking of the conversa- 

ions. The latter, however, were so tions of the natives, he says, "they 

daunted by the reported number of spoke of the times that were past, be- 

armed natives, that they had not the fore the white men had introduced 

courage to seek them nor to wait their sorrow, slavery, and weary • labor 

coming, but hurried, with all speed to among them; and they rehearsed pre- 

the ship." tended prophecies, handed doivn from 

The brave Admiral greatly rejoiced their ancestors, fortelling the invasion 

when he heard this story, thinking he of the Spaniards; that strangers 

had discovered a highly civilized com- should come into their lands clothed in 

munity of which the natives had in- apparel, with swords capable of cleav- 

formed him. He at once sent parties ing a man asunder at a blow, under 

in various directions to penetrate far whose yoke their posterity should be 

inland and learn more of these devel- subdued." 

oped people with the fair skin. Irving A literal translation of the above 

continues : "As no tribe of Indians was prophecy, though not found in the 

ever discovered in Cuba wearing cloth- Book of Mormon, may reasonably have 

ing, it is probable that the story of been spoken by the Three Disciples, 

the men in white originated in some or other prophets raised up to sound 

error of the archer, who, full of the the toxin, which they thought might 

idea of the mysterious inhabitants of inspire the rebellious Lamanites to re- 

Mangon, may have been startled in the pent of their iniquities. 

course of his lonely wandering in the After a study of the Book of Mor- 

forest, by one of those flocks of cranes mon one is convinced that the Admir- 

which, it seems abounded in the neigh- al's archer may have seen something 

borhood. These birds, like the flam- more than birds. It may have been 

ingo, feed in company, with one sta- the Three Nephite Apostles who were 

tioned at a distance as a sentinel. When permitted to remain upon the earth in 

seen through the openings of the wood- a translated condition and minister 

lands, standing in rows along a nmong the children of men. 

"It came upon p. midnight clear, 
That glorious song of old" 


'flHB* fl»lirg»TI£HY JUtfg 

From the American Irme, October 25, 1930, TI«c»I by Hermission 

The Salvation Army on Prohibition 

There is no doubt about the benefit of prohibition in the mind of Command en 
Evangeline Booth of the Salvation Army. She is quoted as saying: 

"I've had a chance to observe the situation at first hand, both before and after 
the Eighteenth Amendment came into effect. And I am convinced as a result of 
that observation that there is no part of the United States that has not been improved 
by the prohibition law." 

No organization maintains a closer contact with the people of the great cities, 
where liquor is known to flow most freely, than does the Salvation Army. It is said 
that before prohibition the Army cared for 1,200 and more men and women in a, 
single night in the Bowery of Nfew Yory alone — men and women who were too drunk 
to care for themselves. Now the number has dropped to about seven per night. 
Surely this is a commentary worth notice. — Christian Herald. 

An Early "Mormon" Honeymoon 

By C. N, Lund 
A True Story 

Nelson was a strong, robust, ambi- 
tious boy whose life was just merging 
into the last of its teens. He had come 
out of one of the Scandinavian coun- 
tries for the purpose of seeking a home 
and a fortune in the great land of the 
free, and was headed for the valley of 
the Great Salt Lake which had become 
to his mind a wonderplace because of 
the tales he had heard about it from 
missionaries who had visited his native 
country. He came across the ocean 
with the last sailing vessel that carried 
Mormon immigrants to America. He 
went by train from New York to 
Omaha which was then the terminus of 
the railway. From Omaha he made 
his way overland with a Mormon 
wagon train, the last one to bring 
Mormon immigrants overland and 
which was made obsolete by the west- 
ward sweep of the iron horse. He 
arrived in Salt Lake City at about the 
time the sturdy pioneers were patiently 
measuring out the second decade of 
dull years spent in the wilderness in a 
fierce fight with stubborn nature. 

He had come, not solely to seek home 
and fortune, but like thousands of 
others, he had come at the call of a 
flaming faith, which had laid a gripping 
hold on his young heart, and for which 
he had left home and the mother who 
had been the first to see the light of the 
new faith and who had borne uncom- 
plainingly the scorn and the ridicule 
of her neighbors and friends because 
of the course she had taken. And also 
he left behind friends and associations 
and the many other things which had 
helped to make- his life sweet and 
pleasant and wholesome. Dearer per- 
haps than all else was the one of -all 
the world, the one who was privileged 
to have the last lbok, the last goodbye, 

and whose image in the form of a 
daguerreotype he carried with him into 
the steerage as he watched through 
tear-dimmed eyes the beautiful shores 
of his native land fade from view. 

He arrived at his destination at about 
mid-afternoon on a day late in August, 
1868. All his worldly possessions con- 
sisted of a small bundle of clothes 
and a few little coins which he care- 
lessly jingled in a pocket of his coarse, 
homespun trousers ; and he had neither 
acquaintances nor relatives, save an 
elder brother who dwelt more than a 
hundred miles distant from Salt Lake. 
But he was happy and he carried in 
his soul the rapture of a high resolve. 
He looked toward the rising sun, to- 
ward the great mountains that rose 
sheer and hoar against the autumn sky, 
and he thrilled with wonder and awe 
before their majestic presence. These, 
to him, were the mountain tops spoken 
of by an ancient prophet, the place 
where the house of God of Jacob was 
to stand and where, as he believed, the 
hosts of scattered Israel were to be 
gathered in the latter days. He looked 
westward and beheld through the 
autumn haze the gleam in the distance 
of Utah's wonderful dead salt sea, and 
he stood almost transfixed as he watch- 
ed the sun set in a panorama of purple 
and gold and crimson on the lifeless 
waters. The 'first moment that he 
could he stole away to solitude, and it 
was not difficult to find solitude here in 
those days for all nature seemed as if 
reposing in an eternity of solitude 
which was broken only by the howl of 
the wolf or whoop of the savage. 
Finding a suitable spot in the vast 
wilderness of loneliness he knelt down 
in the desert dust and humbly offered 
an earnest prayer of thankfulness to 



Dec. 1930 

almighty God because he had been priv- 
ileged to arrive safely in the great land 
of Washington and Lincoln, theAmer- 
ica of which he had read and dreamed, 
and in the place which he believed to 
be Zion of the saints of the latter days. 
Having no place to stay he repaired 
to an old barn, in those days known as 
the old Mormon tithing barn, which 
stood for many years just back of 
where the palatial Hotel Utah now 
stands jand which was a imecca to 
hundreds of poor immigrants who came 
from far off lands. Here they found 
shelter, a place to cook, and a place to 
eat and a place to sleep. Many a heart 
has felt to bless the hospitality of that 
good old barn. Some of the good 
people shared their victuals with young 
Nelson and he felt very much at home 
after having partaken of the first frugal 
meal. He was made as welcome and 
as comfortable as Were most new- 
comers to the mountain valleys in those 
early, somber days. 

For several months he worked on the 
first railroad to be built in Utah and 
later at mining. He was present as 
part of the manpower on the oldstyle 
windlass of the Flagstaff mine when 
the cry came up out of the ground that 
a great body of ore had been dis- 
covered, one of the first mineral finds 
of early days, and a rich one, for this 
mine produced its millions. As soon as 
he had saved a little money his thoughts 
turned longingly to the girl of his 
dreams away back there in the other 
world on the far side of the ocean. 
He retraced his steps to the old barn 
and, having secured the necessary pen- 
cil, paper, envelope and stamps, he sat 
down on an improvised bunk and 
slowly scrawled out the following love 

"My dear girl: 

I am here in Zion and I like it fairly 
well. I have had work and I have 
saved some money. My health is good 
and I trust that you are well and happy. 
My thoughts have turned kindly to 
you every day since I left and now I 

write you and ask if you will consent to 
come to this country and share my 
fortunes by giving me your hand in 
marriage. I believe that I can build up 
a little home and make you happy and 
comfortable. If you will come please 
write and tell me at your earliest con- 
venience and I will send you the money 
for your ticket, etc. Goodbye, with 
love and best wishes from your dearest 

After weeks of waiting there came 
one day the answer to his letter and 
that answer was "yes." She would 
come and would be glad to join her life 
with his and had but been waiting for 
the opportunity to say so. The letter 
ended with four lines of poetry, the last 
line of which was, freely interpreted, 
"Hand in hand we will journey through 

What a day it was for Nelson when 
he journeyed to Ogden, the railroad 
junction city, to meet the train that 
should bring his sweetheart to him; 
and what a day it was for Marie when 
she saw through the window of the 
train the man of her dreams there to 
meet and greet her in the new land of 
mountains and strangers. "Nelson," 
she said. "Marie," he exclaimed and 
they were locked in an old-fashioned 
embrace. Marie was tired and worn 
but there was an unusual sweetness in 
her voice and a melting tenderness in 
her soft brown eyes. Not many words 
had passed between them before they 
renewed their pledges to each other and 
before the day's twilight had faded into 
darkness they had sealed their engage- 
ment with love's first and happiest kiss. 
Returning to Salt Lake the following 
day they repaired to the old Endow- 
ment House which stood within the 
temple walls. 

This was the building in which the 
marriage ceremonies of the Mormon 
Church were performed by those in 
high authority. Here Nelson and 
Marie were united in the- holy bonds of 
wedlock and given the usual blessings 


of the Church following such a solemn the wagon in the dust and the ruts, 

occasion, for marriage at that time was Food was secured from the good people 

verily a solemn and sacred ordinance of the villages through which they 

and never has it been looked upon in passed and not once were they in need 

any other light by the so-called saints ; for there was a hospitality in those days 

and they were married not only for that was good to know and partake of 

^Lnn % etemit ^ !? ^ Af t6r ^ When the y arrived at the town of N 

tl^Zru ty T nde il hei l Wayt Vu e thQ y were ^ formed tha * this was as 

tithing barn and sought out one of the f ar as the man was going in the direc- 

far corners where they sat and talked tion of their chosen town, but they were 

matters over and began to lay their assured that it would not be long be- 

plans for the future. They decided fore another team would be along. 

that they would go to the town where They remained in the city over night 

lived the elder brother and there make and on the morrow they were fortun- 

their home. Hardly had the decision ate enough to meet a man who was 

annnnn^f A * T u^^ ^ Soi ^ half wa ? to their destination 

announced that he with his ox team, and with him they rode and walked 

was going south and if there were any as they had done with the other man,' 

immigrants who wished to go along to until they arrived at the town of F 

let it be known Nelson sprang to his which was the driver's home and, of 

feet and engaged passage with the man course, far the time being, their riding 

and in less than thirty minutes they was at an end. In this little town they 

were on their way despite the fact that were practically stranded and were 

it was nearly sundown. Their belong- forced to remain there two days 

mgs which consisted of three small Almost in despair they proceeded on 

quilts and a little bag of clothing, were the last ten miles of their long journey 

piled into the wagon, already heavily on foot, carrying with them all their 

oaded, and the understanding was that earthly belongings. Alone, in a strange 

w,? 7 erC X W l lk e f ept ^ ere - it land > the y went bravely on, talking 

TnH i°J^™ J** 6 " thGy might rMe aS the ? went of their P Ian * ^ the fu 8 

and rest themselves. turCj their hopes ^ dreamg Tfaey 

Ihey traveled out about three miles tried in vain to peer through the 

that evening and there by the roadside autumn hazes and glimpse their goal 

in the October night they sat around They looked up at the "infinite, ten- 

a little camp fire and ate the first meal der sky," and breathed their prayers 

of their married life, a very frugal one to God. Suddenly they came upon a 

consisting of bacon, baked potato, camping place in a bend of the road 

and bread. This was their wedding where they found a man who had 

supper and they were now started spent the night there and was just in 

on their honeymoon trip. After sup- the act of yoking up his oxen. They 

per they spread their quilts on the accosted him and asked for a ride, 

virgin ground for a bed and here they He granted their .request land, told 

slept and dreamed and dreamed and them that he was a resident of the town 

slept in the glory of a clear October to which they were going. They were 

night. In the light of the moon and the overjoyed and with light hearts they 

stars they slept the sleep of love on that piled their baggage on the Wagon, 

never-to-be-forgotten night. They rode when it was down hill and walked 

were awakened very early the following where it was up hill on the last stretch 

morning and at dawn they were again of the journey, the week end of their 

around the camp fire, this time eating a honeymoon. 

frugal breakfast. All day long they Slowly the oxen lugged along the 

alternately rode and trudged behind heavily laden wagon and snail like they 

728 THE INSTRUCTOR Dec - **> 

crawled over the low rolling hills which at a place on the west edge of the town 

lay between the town of F and their where there was a small adobe house. 

destination. When off the hill they "This," he said, "is my home." Then 

were at the west end of a long wide he directed them to where the elder 

lane that stretched as straight as an brother had his home and thither they 

arrow into the heart of the town of went, going on foot, east two blocks 

their choice. It was bordered with on Main street and thence north three 

small farms and in the fields were blocks. They were welcomed and 

cattle and horses and sheep and hogs. ma< j e as comfortable as it was possible 

Boys were carelessly driving home their to ma k e t hem j n t h se times. They 

herds of milk cows for the night and had been six days and five nights on 

now and then there passed them other the road an( j were travel-worn and 

boys with horse teams hitched to loads wearV; but as happy as any king and 

of cedar wood for the winter fires of n at the prospects before them in 

the village homes. How fine and invit- ^ peaceful) fruitful and mountain 

ing the little city looked to them as they sheltered vall which literally prov- 

nearedit! At the far end of the long ed to be a Zion unto them. Here they 

^ * "T^ v nUg y ' tTnf win" took up the real journey of life and the 
shadow of the big mountains beyond V J and kind to them. 

^^T^^ZTuS^ The iourney g begun on their wedding 

glorious in the Octobe? sunlight. The night and ever after called by them 

valley was girt round by mountains their honeymoon trip, wound on and on 

which stood like sentinels on guard, through sun and shine, through joy s 

their broad sides grown with timber sweet days and sorrow s murky nights, 

and their crests crowned with snow, until old Father Time closed up the 

At about five o'clock the driver halted gates at the end of life s winding trail. 


By Effie Lloyd Lancaster 

The snow lies deep and silent, 

And the air is sharp and clear; 
The holly wreaths are glistening — 

Lo! the Christmas-tide is here. 

The shops and streets are groaning 
With the burdens that they bear ; 
But a kind of holy gladness 
Seems to greet us everywhere. 

Expectant, hopeful children, 

With their dreams of Santa dear. 

Are waiting, watching, listening, 
As the happy day draws near. 

They are sure dear old Santa, 

With his pack of jolly toys, 
Will be giving gifts a-plenty 

To all good girls and boys. 

There is peace, good will, rejoicing, 
For we know the Christ was born, 

Bringing to the world forgiveness 
On a starry Christmas morn. 

I A L 


Formerly the Juvenile Instructor 
Organ of the Deseret Sunday School Union 

President Heber J. Grant, Editor 

George D. Pyper, Associate Editor 

Albert Hamer Reiser, Business Manager 

Published Monthly at Salt Lake City, Utah, by 

The Deseret Sunday School Union. 

Price $1.50 a year, payable in advance 

Entered at the Post Office, Salt Lake City, as 
Second Class Matter. 

Acceptance for mailing at special rate <tf postage 
provided for in Section 1103, Act of October 3, 
1917, authorised on July 8, 1918. 

Copyright, 1930 by Heber J. Grant, for the 
Deseret Sunday School Union. 

Officers of the Deseret Sunday School Union 

David O. McKay General Supt, 

Stephen L. Richards 1st Asst. General Supt 

George D. Pyper 2nd Asst. General Supt. 

John P. Bennett General Treasurer 

Albert Hamer Reiser ...General Secretary 

members of the general board 

David 0. McKay Charles J. Ross 

Stephen L. Richards Frank K. Seegmiller 

George D. Pyper Albert E. Bowen 

John F. Bennett P. Melvin Petersen 

George M. Cannon Albert Hamer Reiser 

Horace H. Cummings Geo?ge R. Hill, Jr. 

Henry H. Rolapp Mark Austin 

Howard R. Driggs Elbert D. Thomas 

Milton Bennion Joseph Fielding Smith 

Charles H. Hart George A. Holt 

Adam S. Bennion James L. Barker 

Edward P. Kimball J. Percy Goddard 

Tracy Y. Cannon "David A. Smith 

T. Albert Hooper George H. Durham 

Alfred C. Rees Frederick J. Pack 
Robert L. Judd 

department associates 
Florence Home Smith Tessie Giauque 
Inez Witbeck Lucy Gedge Spen y 

Marie Fox 

Vol. 65 December, 1930 No. 12 


The hands of Time's great dial move 
rapidly. They have again described 
the circle and now point to the eve of 
another Christmas — the Christian 

World's great birthday. Each passing 
year brings new circumstances, new 
thoughts, new customs. The world has 
to adapt itself to these changing con- 
ditions and while it is truly remarkable 
how easily it makes the necessary ad- 
justments, and how "The miracles of 
today become the commonplaces of 
tomorrow," it is sometimes difficult to 
know just how to act in the face of 
these kaleidoscopic changes. 

At a recent dinner party the question 
was asked. "How would you plan an 
ideal family Christmas celebration?" 
There was a confused babel for a mo- 
ment, then one said: "Christmas is 
not what it used to be. The old spirit 
is gone. Instead of the family dinner, 
the sleigh ride, the evening sociable 
around the fireplace, etc., dinner is in- 
terrupted by telephone calls after which 
the family scatters and the evening is 
given over to parties, movies, bridge, 
dances, etc." 

Another responded : "I hardly agree 
with you. If you have the Spirit of 
Christmas it will always be the same 
though the customs and manners of the 
people change. My children are now 
grown, but I always preserve the 
Christmas atmosphere. I still have a 
tree lighted and decorated with gifts 
for my loved ones, and so it is always 
sweet to me. Christmas has lost none 
of its old charm." 

Another said : "I, too, find the same 
Christmas spirit as of old and live 
again in my children and grand-: 
children the early-time Christmas joys. 
Christmas morning with its waking 
happiness and exclamations of delight, 
giving and receiving gifts, however 
modest, still thrill me. If it is Sunday, 
or there are special services, we attend 
Church, or if not we listen to a radio 
Christmas sermon and hear again the 
old but ever new story of the 



Dec. 1930 

Christmas. Greetings by telephone or 
personal calls follow. All are then 
tired enough to sit around the big table 
for the family Christmas dinner, and, 
with a knowledge that the less for- 
tunate have been amply provided for, 
enjoy to the fullest the happiness pecu- 
liar to Christmas time. After that, 
even though movies, parties, dances, 
etc., may carry some away, there is al- 
ways time for a special hour or so 
around the fire-place, singing Christ- 
mas carols and exchanging Christmas 
thoughts. No, Christmas may have 
a little different garb but it is the same 
dear day to me." 

The third contribution was : "Well, 
there are, of course, many ways of cele- 
brating Christmas, but to my mind 
Christmas will always be the same as 
long as the true spirit of giving exists." 

In the last sentence the whole mean- 
ing of Christmas is made plain. It was 

manifested in the unspeakable gift of 
God's dear Son — a gift in which all 
mankind shares ; a gift that came in 
time of need; and if we, God's Chil- 
dren, can put off our selfishness, cov- 
etousness, our envy and meanness, and 
put on the mantle of service, self-sacri- 
fice and the spirit of giving to the 
needy, and of giving ourselves to the 
Cause of Truth, we will understand 
what a happy Christmas means. So 
let it be a bright, happy, kind, chari- 
table, forgiving day, but see to it that 
the brightness and glory come from 
the Star of Bethlehem. 

"Life still hath one romance that none 
can bury — 

Not Time himself who coffins life's ro- 
mances — 

For still will Christmas gild the year's 

If Childhood comes, as here, to make 
him merry." 


There is a difference in the conditions surrounding this 
Yuletide season and that of one year ago." It "may not be so 
easy to be jolly and cheerful this year as it was last, but this 
is no reason why we should allow ourselves to be doleful. We 
still have much to invite gratefulness, much to encourage hope. 
Neither individually nor nationally can we muster a sub- 
stantial foundation for a superstructure of disheartening pes- 
simism — even though it were characteristic of us to be pessi- 

The old year at its worst and at its best now |lies prac- 
tically behind us. The new year with its possibilities is just 
ahead ; and those possibilities will be determined very largely 
on the manner in which we meet them and what we courage- 
ously endeavor to bring out of them. We may total up the 
passing year without enervating discouragement, and we may 
approach the coming year cheerfully and in a spirit of con- 
structive hopefulness. 

This Yuletide, then— as all Yuletides are — is a time for 
neighborly cheer, for the exchange of friendly and encourag- 
ing greetings, for looking forward, for the girding of our loins 
with determination and intelligent foresight as we set our- 
selves for a triumphant march through the next twelve-month. 

—The Valve World. 

By J. M. Sjodahl 

Peace Agencies 

In his proclamation calling upon the 
people of the United States to observe 
Armistice day, on November 11, 1930, 
President Hoover suggested that we 
specially give expression to our grati- 
tude that the past twelve months have 
"seen the agencies of peace sensibly 
strengthened." To us and to all who 
are eagerly looking forward to the 
coming of the Lord and the manifesta- 
tion of his kingdom, that was an en- 
couraging word, coming from the pre- 
siding head of this great Nation. Does 
it rest on facts? 

Surface Indications 

If we take only a superficial view 
of current events, our first impression 
might be one of timidity and doubt. 

We have, within the last few weeks, 
witnessed a veritable tornado, or flood, 
sweeping the republics to the far south 
of us, beginning with the Dominican 
Republic on the island of Haiti, and 
then breaking against the governments 
of Bolivia, Peru, the Argentine Re- 
public, Chile, Ecuador and IBrazil. Has 
there ever been anything like this in 
the known history of the world? It 
does not appear as if men were pre- 
pared for tranquility. 

Students of Latin-American condi- 
tions tell us that at the bottom of these 
political upheavals there lies a problem 
which only the natives of the various 
countries can comprehend. It is that 
of the allotment of the land on which 
the farmers, and particularly the In- 
dians, live. Argentina, we are told, 
has, at least partly, solved the problem 
by establishing small rural homes and 
at the same time admitting a large 
European immigration to her immense 
territory, and the trouble there is there- 

fore of a different nature than in the 
other republics. But in Peru, Bolivia, 
Ecuador, Chile and Brazil, the peas- 
ants demand restoration of the land, 
which was theirs to use in a kind of 
united order both in Central America 
under Maya and Aztec rule, and in 
Peru under the Incas, until the Euro- 
pean conquerors upset the native rule, 
leaving the first owners to wander 
about like strangers, without home, 
without birthright. It is in such con- 
ditions, it is said, that dissatisfaction, 
restlessness and revolutions grow. 

But there are also political condi- 
tions that do not make for stability. 
Brazil illustrates this. In that country. 
President Washington Luis, whose 
term would have expired on Nov. 15, 
was violently forced to vacate his 
office by a group of army and navy 
officers, on Oct. 24. There had been 
an election on March 1, this year, 
when over a million votes were counted 
for Dr. Julio Prestes and only 666,000 
for his opponent, Dr. Getulio Vargas. 
But the military party decided in favor 
of Dr. Vargas. He was declared 
elected "in order to stop the useless 
spilling of blood," as it was said, and 
then the new regime was duly recog- 
nized by our government on Nov. 8 — 
and all this since Oct. 3, when the revo- 
lution started. This gives us some un- 
derstanding of the political conditions 
in countries where militarism prepon- 

In Europe 

On the other side of the Atlantic, 
the situation in Russia is the most 
striking. The Russian representative 
at Geneva, where a preparatory dis- 
armament commission is now in ses- 
sion, has tried his best to break up that 
meeting, or prejudice public opinion 

732 THE INSTRUCTOR Dec ' 193 ° 

against it, by extraordinary speeches. Britian (God willing), is a student 

He has declared that "antagonism, f the important peace question and in 

both political and economic, has ar- sympathy with the cause. As we all 

rayed nation against nation in a hostile know, Canada and the United States 

posture and created a situation danger- have 'been good neighbors ever since the 

ous for world peace." There may be peace treaty of Ghent, in 1814, with- 

a grain of truth in that statement, but out even a ship for the "defense" in 

the greatest danger, if reports are re- the big Lakes. 

liable, is yet Russia. The London Another item: On August 10, a 
Daily Mail a short time ago published world _ wide demand for "total and uni- 
a report, alleged to have come officially vergal disarmament" was made by an 
to a Russian secret service center in j nte rnational association of women. In 
London, to the effect that Russia, in their pet i t i orLj they set forth that entire 
1934, will be prepared to go on the populat i ons are j n danger on account 
war path against all the world. Its of the met h d s . f destruction now 
industries will then be able to support knowrij i nc i u ding gas and incendiary 
the armies and fighting forces, and bombSj alld it requ ested the govern- 
all men and women, from the age ot ments f the wor id to take necessary 
16 will be prepared to endure all the stepg tQ achieve disarmament. The 
hardships and deprivations of war. document is said to have the signatures 
The Russian laboratories are turning of Misg j ane Addams, Albert Einstein, 
out products in such quantities that the Countess of Oxford and Asquith, 
the country is ahead of the world ^ as Mrs< p h ih p Snowden, Selma Lagerlov, 
far as chemical engines of destruction Tj pton Sinclair, Rabindranath Tagore, 
are concerned. .Such conditions are H G y/ G \i s> an d many others. The 
calculated to try our faith and inspire influence of such men and WO men will 
doubt. But they are only one part ot necessarily he felt throughout the 
the story. The other part is cheertul world _ 
and encouraging. For instance:- Wg ^ ^.^ ^ ^ gigns q{ 

the times. Here is another: 

Signs of Peace It . g ^ known that the great city 

The papers have told us thaf Italy of Berlin, before the world conflict, 
and Austria have agreed that all dis- had an Academy of War, where men 
putes, of whatever nature, that may with military inclinations were given 
arise between them, shall he submitted scientific training in the arts of destruc- 
to conciliation, or, if necessary, to ar- tion. Now it is proposed to create an 
bitral or judicial settlement. The Bal- Academy of Peace in the self-same 
kan States, we may remember, have city as a monument to the life and 
entered into a similar compact. Thus work of the greatest of German states- 
one of Europe's most dangerous spots men m our day, the late Dr. btrese- 
is provided with safeguards. mann The project is favored by Mac- 

The Prince of Wales, the popular Donald, Bnand, Benesj, and many 

crown prince of Great Britain, has other known characters. In our coun- 

recently at a banquet in London, try, Dr Nicholas Murray Butler, pres- 

sounded a challenge to the statesmen ident of the Carnegie Foundation is 

of the world to enter the lists in a at the head of a committee for the 

crusade for permanent peace. He support of the wonderful Stresemann 

pointed to Canada as an evidence that monument. Through this institute of 

one great country can live in peace learning, when realized, the cause ot 

with another without a fort, or even peace will be placed on a scientific 

a gun, to "defend" a 3,000-mile long basis. 

boundary line; which shows, by the And thus the great principles of 

way, that the future king of Great which the Prince of Peace is the 

Dec. 1930 



center, is gradually penetrating and re- 
modelling the sentiment of the world, 
and President Hoover is right in his 
statement that the agencies of peace 
have been strengthened during the past 
twelve months, since the last anniver- 
sary of Armistice day. 

This World Belongs to Christ 

Some may be under the impression 
that the time is yet far off for the 
Lord to gain possession of the world. 
Well, the full manifestation of his 
majesty and glory on earth is evidently 
yet ,a more or less distant future event ; 
but this earth, with all its inhabitants, 
belongs to the Lord even now. It is 
his kingdom as much as it ever will 
be, and power and authority have been 
given to his chosen servants who beaf 
the Priesthood, to prepare it for his 
coming. That is our mission. You 
remember in one of the Hebrew psalms 
(Ps. 2) the poet asks: "Why do the 
heathen rage and the people imagine 
a vain thing?" — meaning concerning 
the Father and his Son. 'The kings 
of the earth," he says, "set themselves 
and the rulers take counsel together 
against the Lord and against his 
Anointed, saying, Let us break their 
bands and cast away their cords from 
us." Worldly kings and rulers are 

clamoring for "freedom" from the 
laws of God, as never before. But, 
we are told, the Lord "shall have them 
in derision." He actually laughs at 
them. And then the Lord himself 
speaks through the poet, and declares 
that the Anointed One has already 
been installed on the holy hill of Zion. 
The kings of the world are too late 
in their plans against him. There was 
a decree, we are told, issued before 
the foundations of the earth were laid. 
We read: "I will declare the decree: 
the Lord hath said unto me, Thou 
art my Son ; this day have I begotten 
thee. Ask of me, and I shall give 
thee the heathen for thine inheritance, 
and the uttermost parts of the earth 
for thy possession." . 

This earth — all of it — belongs to the 
Lord by virtue of this decree ; his Fa- 
ther has given it to him. It belongs 
to him by virtue of the creation ; he 
is the Creator. It belongs to him by 
virtue of the redemption; he is the 
Redeemer. And so it is his earth, his 
kingdom, in a wider sense of the word, 
as the Church is his kingdom in a 
special meaning. 

May this fact stand before us, when 
we pray for the day in which His 
will shall ibe done on earth as it is 
done in heaven. 

Truth's Message 

By Weston N. Nordgren 

Through Joseph Smith the ages spoke. 
The voice of God men's spirits woke ; 
Again Christ gave the battle call — 
Redemption's victory o'er the fall. 
Clothed with the Priesthood Joseph 

The shrouds of ignorance, and sent 
Abroad the glorious message clear — 
"Salvation is to all who hear! 
To all who follow God's command 
In righteousness, and faithful stand!" 


General Superintendent?: David O. McKay, Stephen L. Richards and Geo. D. Pyper 


Chiaramente con espressione. 

George H. Durham. 
poco string, molto rit. t en. 



j=d=r- n — r^ 




Ligffttf soft stops, cres 








I come to Thee all penitent 
I feel Thy love for me; 

Dear Savior, in this Sacrament 
I do remember Thee. 



rit. e dim. ten. 

a tern. cres. 






rit. e dim. 



1 v __ 





• £ 




(John Chapter 14; Verse 12) 

He that hath My commandments, and keepeth them> he it is that 
loveth Me. 

Dec. 1930 




The following suggestions on two and 
one-half minute talks are grouped by 
departments from which t'he speakers may 
be selected. 


The Gentile Who Found the Promised 

Read I Nephi 13:12. Who was this 
Gentile? Tell the story of his accomplish- 

Self-Help— Then Divine Aid 

When Nephi set about to build the 
ship in obedience to the Lord's command, 
'he was left to his resources to find the 
material to make tools and to construct 
the ship. But when he had exhausted his 
own resources and ingenuity, and the task 
was still unfinished — he needed light for 
the ship and means of guiding it to its 
destiny — the Lord provided for it. In the 
same way the Lord expects us to use all 
the blessings, knowledge and resources he 
has given usfor the accomplishment of 
the tasks which He calls us to perform. 
But when we .have done our best and still 
fall short of accomplishment, then if we 
are worthy, we may expect Him to help 
us. Apply this principle to service in the 
Church. The Lord expects us 10 seek 
everything virtuous, lovely, of good re- 
port and praiseworthy and by our own 
efforts master all the knowledge. 

The Value of Old Testament Studies 

As literature the Old Testament tells 
effectively the story of early struggles 
to establish right moral and 'spiritual 
standards and ideals. It is a source book 
for the study of the antiquity of the 
Gospel, of divine authority and of Gospel 
ordinances. The modern world has been 
influenced by the Old Testament in so 
many profound ways that to be well in- 
formed one must know well the contents 
of this book and must have some apprecia ; 
tion of the extent of its influence. 

How We Got the Old Testament 

Aim to make this talk informative. 
See Smyth's "How We Got Our Bible." 


The Missionary a. Teacher by Precept 

The Missionary is sent out to teach and 
not to be taught. He will learn a great 

deal in the process of preparing himself 
to teach. That missionary will be most 
successful who throws himself into his 
work and who gives himself up to meet- 
ing the demands of a teacher by careful 
study of the principles of the Gospel and 
mastering the contents of the standard 
works of the Church. This knowledge 
and information will give him an enthusi- 
asni for what he has to teach and from 
this enthusiasm testimony will be de- 

The Missionary a Teacher by Example 

The most important part of every mis- 
sionary's work is the part he plays by set- 
ting the right example. Missionaries 
should be courageous morally. This is 
one of the fruits of faith. Faith and cour- 
age are best manifested by living in the 
way the Savior would have his ambas- 
sadors live. Remember what He said 
about loving your enemies, about forgive- 
ness, about unselfish devotion to the wel- 
fare of mankind. "It takes more cour- 
age," someone has said, "to live the Gospel 
of Christ than it does to face a firing 
squad." Enumerate in what particulars 
this is especially true and point out in 
what ways the missionary can teach well 
by example. 


The Value of Belief in Immortality 

See lesson five in this department. The 
man who believes in immortality, fortified 
by divine revelation and spiritual light 
upon the subject, should be able to see 
farther than the man who limits his antic- 
ipation of blessings to this life. Belief in 
immortality causes men to build life's 
habits, attitudes and actions for perma- 

Church Service as a Builder of Faith 
and Testimony 

What is there about church service 
which develops faith and testimony? Bv 
engaging in active forms of Church work 
one places himself in the best position to 
gain a thorough understanding of the 
principles of the Gospel and to see the 
manifestations of the Gospel at work in 
human life. This observation helps to 
establish confidence in the efficacy of 
Gospel principles. With continued work 
in the spirit of unselfish service enthu- 
siasm tends to increase and with it testi- 
mony grows. 



Dec. 1930 



i— < 

r— I 







The chart printed on this page should 
assist Superintendents in organizing the 
1931 Sunday School Classes. It should 
also assist in ordering 1931 lessons. 

Note on the Chart that the 1931 Kinder- 
garten four year old pupil comes from 
1930' s three year olds whose names are 
on the Cradle Roll. 

1931's five year old is 1930's four year 
old; 1931's six year old is 1930's five year 
old: 1931's seven year old is 1930's six 
year old, and so on throughout all de- 

The change from 1930 classes to 1931 
classes can be made with a minimum of 
confusion, if some such plan as this be 

On December 21st, 1930, the teacher 
of the Primary class whose ten year old 
pupils are to go to the 1931 Church 
History class as first year students, 
should have copies of the Church History 
"Leson" for the first Sunday with their 
names written upon tlie "Lesson". To 
each of these' pupils she will deliver the 
"Lesson" bearing his name. She may 
then say: "Those of you who have 
received a Church History Lesson with 
your name upon it, will report next 

Sunday to Brother (or Sister) ■ 's 

class, which will sit (and then tell where 
t'he class will sit) during the opening exer- 
cises. All others of you will remain in 
this class. If printed "Lessons" for the 
Primary Dpartment are subscribed for by 
the older Primary Department pupils, 
these should be distributed at this time. 
In the Church History class on Dec- 
ember 21, 1930, the teacher should have 
Church History January 1931 "Lessons" 
for the first Sunday and Book of Mormon 
1931 "Lessons" for the first Sunday. Upon 
the former should be written the names 
of the 1930 (ten year old) Church History 
pupils who in 1931 are to spend their 
second year in that Department. 

To the 1930 eleven year old pupils of 
t'he Church History Department, who are 
in 1931 twelve years old, and who will 
take the "A" course to be offered in 1931 
by the Book of Mormon Department, 
should be given the Book of Mormon "A" 
1931 "Lesson" for the first Sunday, upon 
which their names have been written. 

When this is done, the teacher may 
explain that those having "Book of Mor- 
mon" Lessons with their names written 
on, should report to Brofher (or Sister) 

's class next Sunday and take 

seats in the opening exercises, (stating 

The same process may be followed in 
the other departments. 

Dec. iyj<) 



The 1930 Old Testament Classes, which 
will study Book of Mormon in 1931 will 
receive the twelve year old pupils from the 
Church History class and give up its fif- 
teen year olds to the Old Testament 
class (15, 16, and 17 years). 

The 1930 New Testament Classes, which 
will study Old Testament "B" in 1931 
will receive new fifteen year old pupils 
from the Old Testament "A" class and 
pass those who have arrived at eighteen 
years to the New Testament Class "C" 
(18, 19, 20 yrs.) 

The 1930 Book of Mormon Classes, 
which will study New Testament "C" in 
1931, will receive the eighteen year old 
pupils from the 1930 New Testament "B" 
Class, and give up its twenty-one year 
olds to the Gospel Doctrine class; except 
those who may be selected by the bishop 
to form the Missionary Class. 

Where Christmas exercises are held 
December 21st the advancements should 
be made December 28th. 

The carrying out of this plan presup- 
Poses^the ordering of subscriptions to 
1931 "Lesson" in proper quantities for 
each department, so as to assure delivery 
•to each school before the last Sunday in 
December. The subscriptions should be 
paid for in advance at the time of order- 

The plan requires the writing of the 
pupil's name upon the "Lesson" of the 


department to which he has been assigned 
beginning the first Sunday in January. 
1931, thus designating definitely one week 
in advance each pupil's class assignment. 
If each pupil understands clearly before- 
hand .to which class ne is assigned for 
1931, and if each teacher has a list of his 
1931_ pupils as a guide to follow in wel- 
coming his pupils to their seats in the 
opening exercises, the new courses can 
be taken up with a smooth transition from 
the old. 

For Two-and-a-Half Minute Talks 

We have received copies of Two-and- 
a-half minute talks from the following 
Sunday School pupils. They are excel- 
lent and the young people deserve honor- 
able mention for their praise-worthy ef- 
forts. We regret that we are not able to 
print them on account of lack of space. 

Russell Ball, Berkeley, California. 

I. E. Claunch, Shreveport, La. 

Elizabeth Darley, Wellsville, Utah. 

Marion Green, Rigby, Idaho. 

Anna Lemon, Roosevelt, Utah. 

Irene Larsen, Wellsville, Utah. 

Josephine McBride, Bisbee, Arizona. 

Jean Moore, Great Falls, Mont. 

Thelma Terry, Blackfoot, Idaho. 

Lillie Thomas, Clawson, Idaho. 

Mrs. W. M. Welling, Fielding, Utah 

Edith Welch, Boise, Idaho. 

A. Homer Reiser, General Secretary 


The centennial year of the Church for 
good reason will be studied closely for 
many years to come. It represents a logical 
and convenient period for statistical com- 
parison and analysis. Agencies within and 
without the Church will consider t'he year 
most appropriate and important against 
which to measure earlier and later years. 

The Sunday School, in point of num- 
bers enrolled, is the Church's largest aux- 
iliary. The Sunday Schools are extreme- 
ly well favored in the day and time of 
meeting, and as a result more people find 
it convenient to worship in the Sunday 
School than in any other meeting or 
organization of the Church. 

All this serves to emphasize the great- 
ness of the Sunday School's responsibil- 
ity and the consequent great responsibil- 
ity of Sunday School secretaries, who are 

the record-keepers, the historians, the 

Sunday School secretaries are urged to 
make their annual reports for this im- 
portant year and this great organization 
in the thorough, complete and accurate 
manner, which ithe situation requires. 

Ward and stake annual report forms 
were mailed to Stake Superintendents 
last month. Stake secretaries should see 
that every ward secretary has two of the 
ward forms. One should be prepared 
for submission to the Stake secretary be- 
fore January 10, 1931 and the other should 
be kept by the ward secretary for future 

Between January 10 and 20, 1931 stake 
secretaries will be preparing the stake 
reports for submission to the General 

The importance of promptness deserves 
much emphasis, for already many requests 



Dec. 19$) 

arc being received for 1930 Sunday School 

Attention is called to the instructions 
printed upon the forms. These should be 
followed closely, especially in checking 
the report for mathematical balance and 

It is extremely important that every 
person attending Sunday School he ac- 
counted for. It will be remembered that 
members of record of t'he ward upon their 
first attendance at Sunday School should 
be enrolled on the appropriate class rolls. 
Residents of the ward, not members of 
record (that is, their recommends are not 
in the ward) may be enrolled after three 
or four consecutive attendances. The aim 
should be to apply these rules consistently 
with the view of causing the class rolls 
to reflect the true situation of enrollment. 
The nature of the Sunday School's 
responsibility for giving all members of 
the Church instruction in the principles of 
the Gospel makes it imperative that every 
one be accounted for and that Sunday 
School records show to what extent this 
responsibility is being discharged. The 
annual report must accurately reveal this 
situation for the year 1930. 

ROLLS FOR 1931. 

Before the first of the year 1931 Sunday 
School secretaries will be confronted with 
the necessity of revising Sunday School 
class rolls and of making up new rolls. 

Secretaries of schools which are pro- 
vided with the "Sunday School Record 
of Ward Population" will find this work 
of revision very simple and easy. 

The cradle roll can be brought up to 
date to include t'he names of all children 
under four years of age. 

The class rolls can be revised under 
the direction of the superintendency, 
showing the new class assignments of all 

persons enrolled in the Sunday School. 
Secretaries understand, of course, that 
the 12 and nearly 12 year old members 
of Church History classes are assigned 
at the beginning of the new year to the 
"A" class, which offers in 1931 a study of 
the Book of Mormon. 

Fifteen and nearly IS year old members 
of "A" classes are assigned to the "B" 
class, which in 1931 offers a study of the 
Old Testament. 

Eighteen and nearly 18 year old mem- 
bers of "B" classes are assigned to the 
"C" class, which in 1931 offers a study 
of the New Testament. 

Twenty-one and nearly 21 year old 
members of "C" classes are assigned to 
the Gospel Doctrine classes, which in 
1931 offer an interesting study of Relig- 

A very helpful chart illustrating these 
assignments and movements together with 
complete instructions for organizing the 
new classes appears in the superintend- 
ents' department of this issue. 

Secretaries understand that once _ a 
person's name is placed upon any active 
class roll, that name must remain among 
the enrolled unless (1) the person dies, 
(2) moves from the ward or (3) by the 
end of the year has not attended Sunday 
School for the preceding six months. 
In the latter case the person's name 
is not taken from the Sunday School roll 
system entirely as in the first two in- 
stances but is merely transferred from 
the active class roll to the enlistment roll. 
This transfer is made only at t'he end of 
the year, when the rolls are revised, and the 
class rolls for the new year are made up. 
All rolls should be made up in readiness 
for the first Sunday School sessionin the 
year. The instructions of the superintend- 
ency should be followed closely in the 
light of the regular rules for revision and 
compiliation of new rolls. 

A Sacrament Thought 
By Linda S. Fletcher 

The Sacramental strains pulse forth, 
While I, with folded arms and low- 
bowed head . 

Think of the One who died for me 
On Calvary — Who suffered, bled. 

In soul-thrilled vision I behold 
Him seated, on this peaceful Sabbath 
Within a Temple, rain-bow hued, 
Which wondrous flowers, sweet, 

It is His joy to see on Earth — 
Through Heavenly Television view 
is brought — 
Thousands of children loving Him, 
Who in their youth, the Better Way 
have sought. 

Then that His joy may perfect be, 
Oh, let the holy Sacramental hour 

Be given all to thoughts of Him, 
Who saved us by His love-begotten 


Edward P. Kimball, Chairman; Tracy Y. Cannon, Vice Chairman; P. Melvin Petersen 

and George H. Durham 

Silent Night 


Michael Haydn. 



1. Si - lent night, Ho - ly night, All is calm, all is bright 
I. Si - lent night, Ho - ly night, Shep-herds qaake at the sight, 
3. Si - lent night, Ho - ly night. Son of God, love's pare light, 



— m 




: F=£=F 


Bound yon Virgin, Moth-er and Child, Ho - ly Infant so tender and mild, 
Glories stream from heaven a - far, Heav'n-ly hosts sing Al-le-ln-ia; 
Ba-diant heams from Thy ho - ly face, With the dawn of re - deem - tog grace. 





Sleep in heav-en-ly peace, 
Christ the Sa - vior is born, 
Je - sus, Lord, at Thy birth, 

i i 
Sleep in heav-en-ly peace! 

Christ the Sa-vior is born! 

Je - sas, Lord, at Thy birth. 






1 1 : 

i * d 



The General Music Committee, with the 
cooperation of the General Boards and 
the Church's Music Institution, the 
McCune School of Music and Art, has 
outlined a six-lesson course in music es- 

pecially adapted to the work of Church 
choristers and organists, free of charge, 
in all stakes and wards in and near Logan 
Idaho Falls, Ogden, Salt Lake City, 
Provo, Ephriam and Richfield. The fol- 
lowing subjects will be considered by the 
musicians named: 
"Notation and Technic of Baton"; con- 



Dec. 1930 

sidering signs and symbols used in music 
reading, and fundamental rhythmic de- 
signs. Instructor, Edward P. Kimball, 
Organist of the Tabernacle, Vice-Chair- 
man General Music Committee, and 
teacher of piano and organ at the McCune 
School of Music and Art. 

"Tone Quality in Vocal and Instru- 
mental Music, (Vowels and Consonants." 
Instructor, Anthony C. Lund, Director 
Salt Lake Tabernacle Choir, member Gen- 
eral Music Committee, and teacher of 
voice at the McCune School of Music and 

"Appropriate Music for Religious Gath- 
erings, and Program Making"; dealing 
with the significance of text, and qualities 
that differentiate sacred and secular music. 
Instructor, Lester Hinchcliff, Director 
Ogden Tabernacle Choir, and teacher of 
piano at the McCune School of Music 
and Art. 

"Interpretation"; considering the appli- 
cation of tempo, phrasing, and dynamics. 

Instructor. Reginald Beales, violinist and 
teacher of violin and ensemble groups at 
the McCune School of Music and Art. 

"Congregational Singing"; involving the 
philosophy of group .singing, relation- 
ship of chorister, organist and congrega- 
tion. Instructor, C. W. Reid, former or- 
ganist of the Provo Tabernacle, and 
teacher of piano and piano class methods 
at the McCune School of Music and Art. 

"The Study and Presentation of New 
Music — A Practical Application of the 
Course". Instructor, Tracy Y. Cannon, 
member General Music Committee, former 
organist of the Salt Lake Tabernacle, and 
Director of the McCune School of Music 
and Art. 

Sunday School choristers and organists 
should take advantage of this course pro- 
vided by the Church Music Committee 
and the Relief Society and auxilliaries. 
It will be a great opportunity to improve 
the musical forces in all our organizations. 

General Board Committee : Bishop David A. Smith, Clmirman; Robert L. Judd 

and Charles J. Ross 





The Sunday School Convention of the 
Sacramento-Gridley District of the Cali- 
fornia Mission held at Sacramento, Sun- 
day, November 2, 1930, was an interesting 
history making event in the development 
of Sunday School work in the missions of 
the Church; for while it is true it followed 
the Auxiliary Group Convention Con- 
ference held at' Honolulu in June when 
the Sunday School work was under the 
direction of Second Assistant General 
Superintendent George D. Pyper, this 
Convention so far as we can learn is the 
first separate Sunday School convention 
held in the missions of the Church. 

Those attending from the California 
Mission were: President Joseph W. 
McMurrin; ^Mission Superintendent of 
Sunday Schools, E. E. Bingham; with 
other auxiliary mission superintendents; 
District President Elder Van Wagener and 
the eleven missionaries laboring in that 
District. The General Board of the Sun- 
day School was represented by General 
Superintendent 'David O. McKay and 
Elder Robert L. Judd of the Mission 

Sunday School Committee. 

The Sacramento-Gridley District, for 
the purpose of carrying on Sunday School 
and other Church activities, is divided 
into two divisions — Sacramento and vicin- 
ity being known as division number one 
and Gridley and vicinity as division num- 
ber two. The Sacramento Division so far 
as the Sunday School is concerned is 
made up of seven Branch Sunday Schools 
and is presided over by the following 
officers and (Board members: Super- 
intendent Mark M. Cram, First Assist- 
ant Wm. T. Evans, Second Assistant 
Herman Stenagle, Secretary Elsie Stand- 
ing; LeRoy Murdock, Naomi Pratt, Arvilla 
Pepper, Ada J. Sandusky and Rose S. 

The Gridley Division is made up of 
six branch Sunday Schools and is pre- 
sided over by the following officers and 
Board: Superintendent, E. Z. Taylor: 
First Assistant, Wallace Ferrin; Second 
Assistant, Raymond Richins; Secretary. 
Fay Turnbough; Organist, Alice Cole; 
Members, George W. Tolley, Ellis Turn- 
bough, J. T. Nielson, Jr., Vascoe Call, 
Dora Fife, Martha Gattiker. 

The opening session of the Conven- 
tion began at 8:30 a. m. with the follow- 
ing attendance: 

Dec. 1930 



Sacramento District r „ 74 

Gridley District 69 

Visitors 39 

Mention should be made of the Liberty 
Branch with its 100% attendance of of- 
ficers and teachers all of whom traveled 
seventy-two miles that morning to be at 
the meeting. 

In this meeting brief remarks were made 
by President McMurrin. Elder Robert 
L. Judd then discussed the subject "The 
Ideal Order of Business in the Sunday 
School," ^following which Superintend- 
ent David O. McKay discussed the sub- 
ject "The Fundamentals of Sunday School 
Work." The balance of the meeting was 
spent in discussion. The session was 
interesting and actively participated in 
by all present. 

At ten o'clock the Sunday School ses- 
sion of the Convention convened with all 
of the children of the Sacramento Branch 
Sunday School in attendance. The pre- 
sentation of a model Sunday School, as 
outlined by the General Board, constituted 
the morning program and was very com- 
mendably carried through up to and in- 
cluding the singing practice. At that 
point the time was turned over to the 
visiting brethren, who then considered and 
discussed Sunday School topics of interest 

to the young and old alike. As near 
as could be estimated there were 350 in 
attendance at this session of the Conven- 

The third session convened at 1:15 
p. m., with 407 in attendance. After the. 
usual opening exercises Superintendents 
Taylor and Cram each made a very inter- 
esting report of the development and 
growth of the Sunday School work in 
their respective divisions. Superintendent 
Cram stated that it was just three years 
ago to the month that the Sacramento 
Division Sunday School Board was organ- 
ived and began its work. He expressed 
great joy and satisfaction at having the 
Convention then in sessions come as a cul- 
mination of those three years' work. Fol- 
lowing the reports, addresses were made 
by the visiting brethren all of whom em- 
phasized the importance of Sunday School 
work in the making of responsible Latter- 
day Saints 

It is worthy of mention that through- 
out the entire proceedings not one of the 
assignments failed of presentation in a 
commendable manner. It can also be 
truthfully said that the Convention as 
a whole was inspirational, and it appears 
certain that it will be the means of open- 
ing up the way for holding such Conven- 
tions throught the missions of the 

L I 

B R -A.: R 

I E S 

T. Albert Hooper, Chairman; Charles J. Ross, A. Hamsr Reisey 


In the generally accepted usage of the 
term "library" by most of our Sunday 
School librarians, it means a shelf, or 
cupboard, or cubby hole away off in some 
dark corner, containing a few dilapidated 
old books that are never looked at. 

But what should a library be, that is, 
a Sunday School Library? It should be 
a collection of books, maps, charts, and 
pictures in a clean accessible place, 
where all of the teachers may easily find 
them. The books should be selected be- 
cause of the helpful material they contain, 
stories, comments, illustrations, additional 
material on the lessons being taught. 
There should be a set of Bible Maps, a 
Church History map; for the mind can 
grasp locations much more readily, if the 
eye can place them upon a map. 

And pictures? There should be a col- 

lection of pictures to illustrate every 
subject being taught in the school. 

With such a library, a Sunday School 
Librarian will have a real job. It is the 
duty and responsibility of the librarian to 
know what subjects are being taught and 
to procure books, maps, etc. that will be 
most helpful to the teachers; and then 
locate the passages, chapters, pictures and 
maps that will be the most helpful to 
the teachers, and then call the attention 
of the teachers to that material. 

The member of the superintendency, 
in both stake and ward, who is respon- 
sible for the library work, should appoint 
an active librarian to have charge of this 
work. Choose somebody who is alert and 
who will searc'h out the best books for 
the help of the teachers. A good library, 
wisely used, will alone make possible a 
vast improvement in the teaching in our 
Sunday Schools. 


General Board Committee: Joseph Fielding Smith, Chairman; George R. Hill Jr., Vice 

Chairman; George M. Cannon, Howard R. Driggs and Frederick J. Pack 


General Theme: Religious and Moral 
Standards of the Church. 

First Sunday, February 1, 1931 

Lesson 4. Conception of God. 

The following generalizations are re- 
garded as the principal points to be ob- ■ 
tained from this lesson. 

1. Deity's Ability and Purpose. 

It appears to be a truism of Nature that 
we learn to do by doing, and that we can 
best understand the problems of others 
when we ourselves have undergone similar 
experiences. If this is true, and if Deity 
is a progressive being, having previously 
passed through a mortal stage, He is 
fully prepared to understand the needs 
of men and to provide for them. The 
Lord has said, "For, behold this is my 
work and my glory, to bring to pass the 
immortal and eternal life of man." 

2. Creation of the Earth. 

In harmony with His general plan for 
redemption of mankind, Deity "organ- 
ized", "formed', or "created" the earth. 
The manner in which he accomplished 
this task has been the subject of much 
discussion. But, inasmuch as He is omni- 
potent (that is, the master of the laws 
of Nature), He doubtless used these laws 
with which to bring about his purposes. 
The scriptures are redundant with the 
assertion that God created the earth, but 
are silent with respect to the manner in 
Which it was done. The geological rec- 
ord, of which Deity is the author, reveals 
the consumption of an extremely long 
time, and the employment of perfectly 
natural processes. There can be no ob- 
jection to the idea of a natural creation, 
when it is understood that God is the 
master of Nature. 

3. Creation of Man. 

The important thing concerning the 
creation of man is the fact that God is our 
Father and that we are like Him, not 
only in bodily form, but also in eventual 
mental and spiritual capabilities. It does 
not appear that He has seen fit to reveal 
the precise manner in which He brought 
about the creation of man. Many scrip- 

tural readers have come to the conclusion 
that the process was of short duration 
and involved miraculous effort. Others, 
especially students of Nature, are equally 
pronounced in their conviction that nat- 
ural processes were employed and that 
the task required an extremely long time. 
Whatever the manner may have _ been, 
God was the creator, since, according to 
the Mormon doctrine, He is omnipotent. 
and therefore rules the Universe. 

4. Man's Future Possibilities. 

God's plan makes it possible for the 
latent powers within man to be indefinitely 
developed in the future. The fact is that 
this plan appears to have been operative 
in the past, as witness the attainment of 
Deity himself. Progression, however, is 
contingent upon strict adherence to law— 
the law of God, which also is natural law. 

Second Sunday, February 8, 1931 

General Theme: Religious and Moral 
Standards of the Church. 

Lesson 5. Church Opportunities 

The following generalizations are re- 
garded as the principal points to be ob- 
tained from this lesson. 

1. Necessity of progression and Pro- 

No support is needed for the statement 
that in order to appreciate the gift of sal- 
vation, man must be conscious of its 
value. Of equal plainness is the assertion 
that man cannot be saved in ignorance. 
It is necessary, therefore, that provision 
be made for man's advancement. This, 
Deity has not neglected. Progression, 
let it be noted, consists of both personal 
improvement and personal productivity. 
Perhaps no other church in the world has 
provided better opportunities for obtain- 
ing these ends. 

2. Opportunities for Participation. 

A church devoid of opportunities for 
the participation of its adherents is com- 
parable to a university without a labora- 
tory, library, and gymnasium. The fact is 
universally recognized that the learning 
process is intimately related to activity. 
The old adage that we learn to do by 

Dec. 1930 



doing contains more truth than is com- 
monly admitted. "Listening? is good 
but "doing" is better. The Church pro- 
vides opportunity for activity on the part 
of all its members, ranging from children 
to aged men and women. 

3. Opportunities for Leadership. 

Opportunities for directing the activities 
of others is of inestimable value. Leader- 
ship is everywhere at a premium. Only 
last week a business man was heard to re- 
mark that he was looking for a manager 
worth $25,000 a year, but had not been 
able to find one available. The moral and 
religious world is also suffering because of 
a scarcity of leaders. The Church pro- 
vides almost unparalleled opportunities for 
training in leadership. This training 
comes to the presidents of quorums and 
auxiliary organizations, to teachers, to 
missionaries, and to presiding officers 
generally. These positions are so num- 
erous that all who wish may participate. 

4. Outcome of Activity. 

The result of this activity is that the 
membership of tihe Church, generally 
speaking, is probably better prepared to 
direct their own efforts and the efforts oj 
others than any other people in the world". 
Individuals cheat themselves if they do 
not serve the Lord to the best of their 

Third Sunday, February 15, 1931 

General Theme: Religious and Moral 
Standards of the Church. 

Lesson 6. Revelations. 

The following generalizations are re- 
garded as the principal points to be ob- 
tained from this lesson. 

1. Revelation, the Foundation of the 

The Church stands uncompromisingly 
upon the fact that it was founded by reve- 
lation from God, and that its destinies in 
the future will be similarly directed. So 
far as known, no other church in the 
world assumes a similiar attitude. A 
maelstrom of opposition and even violence 
followed the initial announcement of 
Joseph Smith that he had received a per- 
sonal visitation from the Father and the 
Son. _ Non-believers ihave attempted to 
explain his declarations in various ways. 

2. Argument of Hallucination. 

Certain opponents of the Church have 
argued that while Joseph Smith may have 

been sincere in his declarations, yet he was 
plainly mistaken, specifically, that he had 
undergone an hallucination, which merely 
means that he thought he saw things 
which in reality were not there. The 
reply is that while the human mind is of- 
ten mistaken in what it thinks it seeS, 
Joseph Smith's observations were in most 
cases confirmed by a number of sub- 
sequent observers; for example, three men 
saw the plates, and later eight other men 
saw them, This fact alone would rule 
out the possibility of hallucination. 

3. Argument of Misrepresentation. 

It has also been argued that Joseph 
Smith maliciously misrepresented the 
truth—that he lied. Now, it is generally 
agreed by students of such matters, that 
misrepresentation is prompted by some 
hope of personal gain. Instead, Joseph 
Smith was ridiculed, persecuted, and final- 
ly slain, and yet in the face of it all, he not 
only maintained the truth of his original 
statements but repeatedly 'advised the 
world of other manifestations. His life is 
ample proof of his sincerity. 

Fourth Sunday, February 22, 1931 

General 'ineme: Religious and Moral 
Standards of the Church. 

Lesson 7. Revelations (continued). 

The following generalizations are re- 
garded as the principal points to be ob- 
tained from this'lesson. 

1. The Falsehood Theory. 

Certain opponents have attempted to 
explain early revelations on the theory 
that its leaders were maliciously untruth- 
ful. _ The Latter-day Saints reply that 
the life of those men is a complete refuta- 
tion of the "falsehood theory". Joseph 
Smith is considered first. 

2. Motives. 

Was there any motive for a falsehood? 
Joseph Smith was only a youth when he 
announced the visitation of "the Father 
and the Son. Young people normally 
crave the good will and esteem of others. 
He soon learned that his story excited 
prejudice and criticism, not only among 
his friends and associates, but among 
others who had not before 'heard of him. 

3. The First Visitation. 

Joseph Smith says that the opposition 
caused him to reflect seriously upon the 
attitude of his opponents, especially in 


Convention at Sacramento. California, Nov. 2, 1930. Mission President, Elder 
.Joseph W. MeMurrin; Mission Superintendent of Sunday Schools, Elwood E. Bingham; 

view of the fact that he was merely a 
youth. He says that the matter brought 
"great sorrow" to him, and yet he con- 
tinued to assert that his story was true. 
What would a normal youth have done 
under such conditions if his story were 

4. Visitation of the Angel Moroni. 

Three years later, Joseph received 
further revelations, the announcement of 
Which was followed by renewed persecu- 
tions. This was in his eighteenth year — a 
time when young men naturally shrink 
from persecution. But he stoutly main- 

■: :■.■■■■ . - ,■ ■ ,: ■ ,■ 

'v'>sV ' ■"."■'./•: ■-'::.'.->. 

SSiVS ".:'''■""".:'..".' 

^mriy-L.^1^: ■<■■■■ 



Superintendent Sacramento District, Mark W. Cram; Superintendent Gridley District, 
E. Z. Taylor. 
(For report of Conference, see page 740) 

tained that he had received another vision 
— in fact, three in one night. 

5. Reception of the Plates. 

Then four years later, he stated that 
he had received certain plates from the 

hand of a heavenly personage. Persecu- 
tion increased, yet he maintained the 
truthfulness of his assertions. Now, if he 
had misrepresented the truth, would he 
have thus purposely drawn upon himself 
further criticism, or would he, at least, 
have remained silent? 



General Board Committee: Albert E. Bo wen; Chairman; David A. Smith, Vice Chairman; 

Henry H. Rolapp and Charles H. Hart 


First Sunday, February 1, 1931 

Lesson 4. The Missionary — His Respon- 

Text: Ezekiel 33:1-16; Sunday School 
Lessons, No. 4. 

Supplementary References: (See those 
listed in the previous lesson), also Ezekiel 
3:17-21, I Corinthians 9:16. Alma Chap- 
ters 38, 39. 

Objective: Success results only from 
diligence and sincerity. 

Organization of Material: 

I. Obligation to those unwarned. 

a. Importance of the message to 

b. Their dependence on the mission- 
ary's fidelity. 

II. What God says of the calling. 

a. His promise. 

b. His purpose. 

III. Effect upon the missionary. 

a. The joy of voluntary service. 

b. The spirit of unselfishness. 
Select from the numerous references 

cited what appeal to you as the most in- 
spiring items and bring them to class to 
discuss. It would be well, too, to ask 
class members each to cull out the ex- 
cerpts most appealing to them and bring 
to class for examination. 

Second Sunday, February 8, 1931. 

Lesson 5. The Missionary — His 

Text: Hebrews 5:5, Sunday School 
Lessons, No. 5. 

Supplementary References: "Gospel 
Doctrine" Ch. 9; "Articles of Faith"— 
Talmage. Ch. 10; Matt. Ch. 10; 28:18-20; 
John 13:16; 15:16; Doc. and Cov. 42:11-14; 
63:62; 84:20, 21; Mosiah 21:33; Alma 17:3; 
Pearl of Great Price, Book of Abraham. 

Objective: The Missionary must be 
divinely accredited, for he purports to act 
in the name of God. 

Organization of Material: 

I. The Missionary's calling. 
What it is. 

II. His Authority. 

a. How obtained. 

b. The source of it. 
III. The Priesthood. 

a. What it is. 

b. Distinction between power and 

c. Under what conditions to be 

d. Universal duty as opposed to 
special duty. 

It is the duty of every Church member 
to be busily engaged in doing good, and 
that, too, without being directed or spe- 
cially commanded. It is the right and 
duty of all who have received to impart, 
and at all times to teach the truth. 
But, the missionary has a special calling 
to teach, to officiate in ordinances, to 
preside, to organize. 

It should be the purpose of the teacher 
to make this clear to class members, and 
to impress them not only with the en- 
larged obligation which comes to them 
with the missionary call, but with the spirit 
of it, including an appreciation of the 
divine power which it is their right to 
seek and to exercise. 

Assign the class members special read- 
ings so that each will do more than merely 
read the leaflet. That is, after all, but 
a guide. The supplementary references 
should be divided up by assignment so 
that all of them will be covered and each 
class member will have some special task. 

Third Sunday, February 15, 1931. 

Lesson 6. The Missionary's Qualifica- 
tions — 'Courage. 

Text: Doc. and Cov. 60: 2-3; Sunday 
School Lesons, 6. 

Supplementary References: Daniel Ch. 
3 and 6; Acts, Chapters 4, 12, 14, 16, 17: 
Alma l7 et- seq.; "Gospel Doctrine" p. 
193; Romans 4:16; Biographies of Church 

Objective: "We ought to obey God 
rather than men." 

Organization of Material: 

I. Fear. 

a. Induced by awe at dealing with 
sacred things. 

b. Induced by regard for the opinions 
of men. 

c. Contrast these two bases. 
II. Faith. 

a. A means of over-coming fear. 

b. Its relationship to courage. 

c. Contrasted with offensive audacitv. 
III. Humility. 

a. Contrast with fear. 

b. Its consonance with courage. 

Dec. 1930 



c. Its consonance with faith. 

d. Compare with a dignified respect 
for one's calling. 

Let the class read the courageous utter- 
ances of Peter, Acts 4 and 5; the decla- 
rations of Jesus, Matthew 10. Consider 
these utterances of* Geo. Q. Cannon: "I 
made it a rule on those Islands 
(Hawaiian) never to go into a place with- 
out calling upon the leading and promi- 
nent men, stating my business, testifying 
to the work which God had commenced 
and asking their aid to enable me to lay 
the proclamation of which I was the 
bearer before the people. In this way, I 
had interviews with princes, nobles, gov- 
ernors, officers of the government, mis- 
sionaries and the leading men in every 
locality where I visited" and again, "I 
had a fearlessness and strength given me 
which I would not have had if I had 
kept myself in a corner, and acted as 
though I was ashamed of my mission. I 
gained influence also with the people, and 
they learned to respect me; for however 
much men may differ in their view about 
religion and other matters, they generally 
respect sincerity and courage. 

Fourth Sunday, February 22, 1931. 

Lesson 7. The Missionary's Qualifica- 
tions — Faith. 

Text: Alma 32:26-30; Sunday School 
Lessons, 7. 

Supplementary References: Matt. 7:21; 
Luke 6: 46; John 7:16-17; 14:21; 2 Tim. 
4:6-8; Hebrews 11:3-40; Doc. and Cov. 
4:5; 8:10; 12:8; 18:19; 26:2; 27:17; 46:10- 
26; 58:26-29; 63:11, 12; 76:51-53; Jacob 
1:5, 6; Mosiah 5:4; Alma 18:35; 26:22; 
Heleman 15:7-8: Ether 3:19, 20; 4:7; 

Moroni 10:9-20; "Gospel Doctrine" pp. 6, 

122, 123. 
Organization of Material: 
I. Relation of Faith to Success. 

a. Its effect on industry. 

b. Its effect on sincerity. 

c. Its effect on conviction. 

d. Its effect on purpose. 

II. How Acquired, 
a Through prayer. 

b. Through study. 

c. Through activity. 

III. Where Faith must Center, 
a In God. 

b. In one's cause 

c. In one's self. 

By assignment among class members of 
the readings here suggested, seek to have 
the minds of the class prepared in ad- 
vance for a discussion of the indispen- 
sability of faith as a foundation for all 
teaching of the gospel. 

To proselyte successfully, one must be 
filled with zeal for the cause. Without 
conviction that obedience to the gospel is 
necessary to salvation the teacher of it 
must be, more or less, without purpose. 
If there is no purpose, there can be no 
real industry and without industry there 
can be no accomplishment. Neither can 
there be any sincerity without personal 
conviction of the importance of the mes- 
sage, and without sincerity, conviction can 
not be carried to the hearts of others. 

The Scriptures point the way by which 
faith may be acquired. It can never be 
attained nor retained except by active 
cultivation. There must be faith in God 
and in the divinity of the cause. But 
there must also be faith in one's self — a 
decent respect for one's calling and some 
assurance that with divine aid one can 
accomplish his task. 

First Section 

Cannon Ward Sunday School, Pio- 
neer Stake, Salt Lake City. 100 per cent 
present at recent Fast Meeting. 
Ralph M. Davey, Teacher. 



General Board Committee : Milton Reunion, Chairman; T. Albert Hooper, Vice Chairman 


"Division C" 

Ages 18, 19 and 20 

First Sunday, February 1, 1931 

Lesson 4. Divinity in Humanity 

Text: The Teachings of Christ Ap- 
plied, Lesson IV. 

Objective: To impress youth with his 
own spiritual dignity and the moral and 
religious obligations that follow there- 

Supplementary Materials: Same as les- 
son 2. 

Suggestions on Preparation and Pres- 
entation: Here, as in the foregoing les- 
sons, the relation between religious faith 
and natural science is almost sure to arise. 
The teacher should be fortified to meet 
this problem. This calls for knowledge 
of the general presuppositions and meth- 
ods of natural science in addition to 
knowledge of theology— literally, the sci- 
ence of God. It should be noted that nat- 
ural science explains experience by ref- 
erence to assumptions that are probably 
true and are held to be so until some 
other assumption serves better as a means 
of explanation. This has been repeatedly 
illustrated 'in the history of natural sci- 

We have no quarrel with this method; 
it serves a useful purpose. The diffi- 
culty arises when the assumptions of 
physics, or some other physical science 
are made to apply to mind, morals and 
the spiritual life in general, all involving 
problems quite remote from those of 
physics. Ethics and religion have as 
much right to construct their own pre- 
suppositions as has the science of physics. 
This, of course, will be admitted by many 
physicists, including some of the most 
eminent. When science deals with the 
moral life it should seek rational explana- 
tions of this life as experienced, rather 
than to explain it away as incompatible 
with the presuppositions of physics or 
some other science. Is the. philosophy of 
Kent to be explained by reference to the 
physical energy contained in the bread 
and cheese he ate, transformed by chemi- 
cal activities that produced a series of 
German sentences? Or is it more sensible 
to explain the production of this phil- 
osophy by reference to a creative, rational 

mind, influenced by other similar minds, 
historical and contemporary? This is not 
to imply that the bread and cheese had 
nothing to do with the matter. 

Suggestive Lesson Outline: 

I. Evidences of Man's Kinship with 

a. H i s superior intelligence, b y 
which he transcends the imper- 
sonal aspects of nature, 
h. His superior creative ability ex- 
pressed in things spiritual as well 
as in things physical. 

c. His ability to evaluate the various 
aspects of individual and social 
life, and to set up standards of 
moral or spiritual attainment. 

d. Some of the scriptural citations 
given as references in this lesson. 

II. Man's Great Spiritual Possibilities 
Resulting from his Kinship with 

a. Regarding himself as an immortal 
being, there is no limit to the de- 
velopment of man's intelligence 
and his creative ability. 

b. Likewise there is no limit to the 
development of his powers of ap- 
preciation of the beautiful and the 

III. What Should Man's Kinship with 
God lead him to do? 

a. To regard spiritual values first and 
to use all else as a means of real- 
izing these values. 

b. To seek the highest spiritual good 
of all through love and service of 

Second Sunday, February 8, 1931 
Lesson 5. The Immortality of Man 

Text: The Teachings of Christ Ap- 
plied, Lesson V. 

Objective: To develop faith in human 
immortality, both of the individual and of 
the race, and to make clear the conditions 
upon which the highest type of immor- 
tality may be realized. 

Supplementary Materials: Seth, James 
—A Study of Ethical Principles, Part II T. 
diaper III. L. jD. S. Ready References: 
The Resurrection. Also references to this 
subject in standard Church works other 
than the Bible. 

Suggestions on Preparation and Pres- 
entation: Most of the suggestions made 
under Lesson 4 will apply with equal 
force here. The problem of immortality 

Dec. 1930 



has, thus far, not been solved either posi- 
tively or negatively by any generally ac- 
cepted scientific method, although some 
investigators in the field of the occult 
claim to have positive evidence; also some 
leaders in the so-called "Great School," a 
group of investigators trained with or 
drawing inspiration from certain Hindu 
scholars, claim to have demonstrated that 
life on a more refined plane continues 
after death of this physical body. 

The faith of the Latter-day Saints, 
however, is not based upon these sources, 
but upon the declarations of the scrip- 
tures and the testimony of Modern Rev- 
elation. Human immortality and resur- 
rection of the body are unequivocally im- 
plied in the restoration of the. Gospel and 
of the Priesthood through visitations of 
resurrected immortal beings — beings who 
had previously lived upon the earth as 
mortal men. This point should be made 

The question as to how this is possible 
will most likely be raised with respect to 
the resurrection of the body. This ques- 
tion is answered by ,St. Paul in 1 Cor. 
XV:35-38. The substance of a living body 
is in perpetual process of change — de- 
struction and reconstruction. The essen- 
tial thing about the resurrection is 
identity of personality rather than identity 
of the particles of matter composing the 
body in the resurrection. The processes 
of conception, birth and growth would be 
as much of a marvel, and as unbelievable, 
were these things not a matter of com- 
mon experience. Belief cannot properly 
be determined by the possibility or the 
impossibility of the resurrection. Like 
some other things not yet within the 
range of common experience, belief in the 
resurrection rests upon faith in revela- 
tion and the testimony of Jesus and His 
chosen witnesses. 

Suggestive Lesson Outline: 

I. Upon What Grounds is Faith in Hu- 
man Immortality Based? 

a. Such faith seems to be natural to 
man, since it is generally a char- 
acteristic of primitive peoples. 

b. The greatest philosophers have, 
generally, held to this belief be- 
cause reason has led them to re- 
gard mind, on the 'human level, as 

c. Theologians have held to this 
faith because theologies, as a rule, 
rest in part upon divine revelation, 
which generally affirms at least 
the possibility of immortality. 

IT. What Should be the Practical Con- 
sequences of Belief in Human Im- 

a. Each person should be led to a 
greater appreciation of "eternal 

values," the values that endure 

b. This appreciation should lead to 
appropriate action — the disposi- 
tion to seek these values. 

c. This seeking of eternal values 
should be manifest in behalf of 
others no less than for one's self. 
The highest good of the individ- 
ual can be realized only in com- 
munity; it can not be realized in 

Third Sunday, February 15, 1931 

Lesson 6. The Destiny of Man 

Text: The Teachings of Christ Ap- 
plied. Lesson 6. 

Objective: To develop in youth a clear 
conception of his own possibilities for 
spiritual growth and ambition to live up 
to these possibilities. 

Supplementary Materials: Kent, C. F. — 
The Life and Teachings of Jesus, pages 
156-216. Pratt, Parley P.— Key to The- 
ology. Fiske, John — The Destiny of Man. 
Bennion, Milton — Moral Teachings of the 
New Testament, chapter IV. 

Suggestions on Preparation and Pres- 
entation: Vision of future possibilities 
far beyond present attainment together 
with the necessary knowledge, wisdom, 
and pow er of self-direction to realize 
these possibilities is the mark of great- 
ness. Creatures of lower intelligence 
seem, at least, to live for the present, ex- 
cept as by instinct some animals lay up 
food supplies for future use and provide 
for their young. There are human crea- 
tures that do little more than this. This 
is due to various causes; it may be to 
low grade of intelligence, want of imag- 
ination, tendency to yield without self 
restraint to bodily appetites and passions, 
or it may be due to mere laziness. There 
may be cases of low grade intelligence 
or other abnormality that are incurable. 
Given, however, normal mental power, it 
should be possible to overcome these ob- 
stacles to spiritual development. One of 
the most effective means is to inspire the 
individual with vision of the possibilities 
open to him and to develop in him so- 
cially valuable purposes. Thus the pow- 
ers of the individual may be developed 
in the service of his fellowmen. The re- 
sulting satisfaction or joy to the individ- 
ual in the service and in the process of 
spiritual growth so far outweighs the 
temporary satisfactions of the thought- 
less that no one who has caught the 
larger vision and experience would ever 
want to return to either the idle or the 
sensuous life. 

The lesson should be so planned as to 



Dec, J930 

lead class members to develop the larger 
vision and corresponding ambition. This 
cannot be imposed upon them. The in- 
sight and enthusiasm of the teacher are, 
however, essential factors in the teaching 

Suggestive Lesson Outline: 

I. Some Evidences of Man's Great 

Destiny, his Past and Present 


a. In theoretical science thus giving 
him insight into the nature and 
meaning of natural phenomena. 

b. In applied .science and inventions 
thus enabling him to make nature 
his servant. 

c. In creative art — architecture, 
sculpture, painting, music, etc. 

d. In ethics and religion, manifest in 
the refinement and elevation of 
moral standards and in man's con- 
ception of his relation to his fel- 
lowmen and to God. 

II. What Should Youth do About It? 

a. Discover and develop to the ut- 
most his own capacities for 
worthy achievement. 

b. Develop a sympathetic under- 
standing and appreciation of the 
achievements of mankind. 

c. Consecrate his life to the service 
of mankind, including the use of 
all his abilities in the furtherance 
of the highest human^ achieve- 
ments, always recognizing the 
fact that spiritual achievement is 
the ultimate goal. 

Fourth Sunday, February 22, 1931 

Lesson 7. Salvation Through Service — 
Faith and Works 

Text: The Teachings of Christ Ap- 
plied. Lesson 7. 

Objective: To make clear in the minds 
of youth the fact that genuine faith ex- 
presses itself in corresponding works and 
that salvation is attained through faith 
and service, not by mere profession of 

Supplementary Materials: Kent, C. F. — 
The Life and Teachings of Jesus, pages 
167-216. Bennion, Milton, Moral Teach- 
ings of the New Testament, chapter VIII. 

Suggestions on Preparation and Pres- 
entation: Both teac'hers and class mem- 
bers should collect numerous examples of 
historical characters who may be cited 
as examples of great faith expressed in 

Old Testament examples are summar- 
ized in Hebrew XI: The New Testament 
records many additional examples. Oth- 
ers may be found in Modern Church His- 

The validity and consistency of the 
point of view of this lesson should be 
contrasted with the invalidity and in- 
consistency of the doctrine of salvation by 
faith without works. 

It should be noted, too, that works here 
means more than religious ordinances and 
ceremonies. These carry obligations to 
further works in the service of God and 
mankind. Nothing short of positive, con- 
tinuous service in behalf of human wel- 
fare, both temporal and spiritual, will 
meet the requirements of the Gospel of 
Jesus Christ. Jesus healed the sick and 
occasionally fed the multitudes; his chief 
concern, however, was with the spiritual 
well-being of his fellowmen. In these re- 
spects his Apostles followed His example. 
Conversion and reception of the ordi- 
nances of the Gospel were, however, but 
the beginning of the service required of 
the Saints. Class members should be led 
to see these facts clearly, and, in so far 
as possible, by their own study and 
thoughtful development of the lesson un- 
der the leadership of the teacher. 

Suggestive Lesson Outline: 
I. Why Profession of Faith Alone is 

a. Because no good comes of it. "By 
their fruits ye shall know them." 

b. Because it denotes either insin- 
cerity or moral weakness. 

II. Why Faith is Essential to Good 

a. Because faith relates to the un- 
seen or as yet unaccomplished, and 
thus implies creative imagination 
— vision of future possibilities. 

b. Because without such understand- 
ing faith creative work would not 
be undertaken. 

c. Also because faith, in connection 
with desire, is the motive power 
to action. 

III. What Should Youth do About It? 

a. Develop faith and good works to- 
gether. Each helps to reinforce 
the other. 

b. Seek all available opportunities 
for service in any good cause. Give 
illustrations suitable to the time, 
location and abilities of class 

"Christians awake, salute* the happy morn 
Whereon the Savior of the world was born." 

— Byron 


General Board Committee: Robert L. Judd, Chairman; Elbert D. Thomas, Vice Chairman; 

Mark Austin 


Ages 15, 16 and 17 

First Sunday, February 1, 1931 

Lesson 4. "The Historical Background 
of the Old Testament 

Text: Sunday School Lesson, No. 4. 

References: "Palestine" or "Hebrews" 
in any good ancient history text or en- 

Suggestive Lesson Arrangement: 

I. Palestine in History. 

a. Ancient world. 

b. At time of Hebrew influence. 

c. At time of Christ. 

d. At present time. 

II. Influence of Old Testament History 
on our Life Today. 

a. Religious influence. 

b. Commercial influence. 

Note: The inhabitants of Palestine 
early became a trading people and 
early learned to trade with foreign- 
ers. The modern Jew is still a great 
trader and that too in all lands. 
HI. The Place of Palestine in Ancient 
History — Compare With: 

a. Rome. 

b. Greece. 

c. Egypt. 

d. India. 

e. China. 

f Ancient America. 
IV. Palestine as a Center for Christian, 
Hebrew, and Mohammedan Thought. 

Lesson Enrichment: 

"The general objective of this lesson is 
to get the members of the class properly 
interested in the study of the Old Testa- 
ment. This can best be accomplished, we 
think by immediately putting the study of 
the Old Testament on the same plane as 
a course in Ancient History would be in 
the students' day school. As we suggested 
in the last lesson, build upon the knowl- 
edge the students have gained in t'heir 
other studies and bring these studies in- 
to the life of your class. We have used 
the word "orient" in the lesson for your 
students. To orient oneself simply means 
to keep oneself in such a position that 
one always knows correct directions. 

Therefore courses in orientation are al- 
ways taught to army officers. The sol- 
dier who can not keep his directions be- 
comes lost. The student in history who 
can not orient himself also becomes lost. 
Latter-day Saints believe that this earth 
was created and peopled in accordance 
with the plan that the earth will ultimate- 
ly fulfil the purpose of its creation. Bring 
out the apparent lessons of a Divine pur- 
pose in the history of the children of 
Israel. Emphasize the wise selection of 
a land like Palestine, a great highway be- 
tween nations, as a place for revelations 
which ultimately were meant for the 
whole world to come. The Old Testa- 
ment may be described as a history of 
God's revelations to the Hebrews. Show 
your students how those revelations have 
been carried to the far corners of the 
globe. Show also how Palestine today is, 
as a result of this revelation, one of the 
world's great centers; how the whole 
world is sponsor for it; How Jerusalem 
is a sacred spot to all Christians, Mo- 
hammedans, and Jews. 

"Assume Abraham's time as being 2100 
B. C. This marks the beginning of He- 
brew history proper. It may help the 
student in properly orienting himself if 
we point out the condition of the world 
at Abraham's time. In Babylonia Ham- 
murpi is ruling. In China we have had 
600 or 800 years of history and culture 
development. Both silk culture and the 
art of writing already flourish. In India 
we are still in the time of the Dark 
Skinned Dravidians. Caste is unknown. 
(About the time of Moses the Aryans 
reach India and among them caste is de- 
veloped.) By this time (2100 B. C) Irri- 
gation has been practiced in China and by 
the Mongoloid peoples who have moved 
into Malaysia. The Great Pyramid of 
Gize'h in Egypt is already 1000 years old. 
Abraham's time was as long before the 
founding of Rome and the beginning of 
the Japanese nation as Columbus' time 
was after Christs'." 

Second Sunday, February 8, 1931 
Lesson 5. Why Study the Old Testament 

Text and Reference: Sunday School 

Lesson, No. 5. 
Objective: To lead the student into a 



Dec. 1930 

real appreciation of the fact that a knowl- 
edge of the Old Testament and about the 
Old Testament is essential to a present 
day life of culture. 

Suggestive Lesson Arrangement: 
I. An Understanding of the Old Testa- 
ment is Essential: 

a. To a proper understanding of the 
Gospel Scheme. 

One of the standard works of the 

b. To an appreciation of modern civ- 
ilization and culture. 

1. European and Christian. 

2. Hebrew and Judaistic. 

3. Mohammedan or Islamitic. 

II. A Book Fundamental in the Study 

a. Literature. 

1. Hebrew. 

2. Christian. 

3. Mohammedan. 

4. English and other European 

b. Law. 

1. Moses and the theory of an 
original law giver. 

2. In the history of codes— (The 
Ten Commandments). 

c. In political theory. 

1. Theocratic government. 

2. The Adamic theory for the 
origin of the state. That is 
that God gave Adam dominion 
over the earth. 

3. Divine right of kings, etc. 

4. Development of ancient nation- 

5. Ancient international relations. 

d. In Ethics. 

The evolution of Hebrew morals. 

e. In sociology. 

The growth of social institutions. 

f. In Philosophy. 

1. The theory of special creation. 

2. The theory of revelation. 

3. Theories about God. 

4. Theories about supernatural 
agencies, demons, evil spirits, 
animism, etc. 

g. In History. 

1. History of Priesthood. 

2. History of God's dealings with 

3. History of the evolution of con- 
cept of God. 

4. History of Hebrew people. 

Lesson Enrichment: 

"We are very apt to underestimate the 
value of Bible _ reading, or shall I say. 
Bible information? A generation has 
grown up without the benefits of Bible 
reading in the public schools. I am of 
the opinion, too, that in the majority of 
homes, there is no Scriptural reading as 
there was in former times. The results 

are that our youth are not taught that 
reverence for the Bible or a regard for its 
teachings which was the heritage of our 
fathers. Judging from outward appear- 
ances people generally are losing their 
one time respect for religion, and all be- 
cause they have little or no acquaintance 
with the great truths contained in the 

"In its precepts, its injunctions, its no- 
bility of thought, and its moral teachings, 
the Bible has no equal, and it is a real 
misfortune that our youth should grow 
up without a knowledge of its contents. 
Only those who have no regard for their 
future can afford to turn a deaf ear to the 
inspired words of wisdom, the noble senti- 
ment, the great truths, and the highest re- 
ligious thoughts of the world, to be found 
in the Bible. If, howev r er, it is to become 
a guide for our faith and an aid to our 
conduct, it must be read and understood. 

"To my mind, the effect of a loss of in- 
terest in the Bible is a real menace to the 
well being of society. Already the result 
is seen in the wave of crime which of 
late years has swept, and is continuing to 
sweep, over the land, seventy-five per 
cent of which is being committed by 
young men scarcely out of their teens, 
and who have never been taught the 
higher and better things of life contained 
in the great ethical book —the Bible. 

"It is these reflections that has induced 
me to comply with the request of the 
above letter.* It has seemed to me, how- 
ever, that in attempting to present Bible 
truths to the general reader, it can best 
be done through a study of some of the 
notable characters of the Bible and al- 
though we may deviate at times from the 
strictly biographical in our account, it 
will be found on the whole, that the title 
I 'have chosen for this series is strikingly 

"If one stops to reflect about the matter, 
he will be struck by the accuracy with 
which the Old Testament portrays hu- 
man nature. It is this accuracy of por- 
trayal that adds so much of interest to a 
study of the individual characters that 
make up the Bible account. Aside from 
this, as it has been pointed out by some 
writers, oriental people generally and the 
Israelites in particular were essentially a 
people with child natures by which is 
meant that they were artless, spontan- 
eous, impressionable; that they had keen 
sense of color, melody of sound, rhythm 
of motion, a quick sense of humor, and a 
vivid imagination, all of which is char- 
acteristic of children everywhere. 
* "The Old Testament being the product 
of such a nation should, and does, appeal 
to young people when rightly understood. 

*Referring to a letter of inquiry from a teacher, 

Dec. 1(130 



But the Old Testament has a special and 
unique value which no other book has. 
This unique value consists in the God- 
consciousness with which nearly every 
page is saturated. For this reason, if for 
no other, every child should have a 
knowledge of its contents. Fortunately 
this God-consciousness is not confined to 
the cold print of the Bible pages, but it 
is a faculty with which every child is born 
into the world. This faculty may be de- 
veloped to an almost unlimited degree, or 
its development may be arrested. It may 
even be lost as it sometimes is among 
those who have turned their whole atten- 
tion to the material things of the world." 

Third Sunday, February 15, 1931 
Lesson 6. The Book of Genesis 

Text: Sunday School Lesson, No. 6. 

References: Any good Bible Commen- 
tary on the Bible. The Encyclopedia 

Objective: To point out to the stu- 
dents the relationship between the Book 
of Genesis and the other parts of the Old 
Testament and to make the students ac- 
quainted with the purpose of this great 
Introductory Book. 

Suggestive Lesson Arrangement: 
I. The Meaning of the Word Genesis. 
If. The Time of the Book's Compila- 

a. The author. 

b. The sources. 

lit. The Four Main Divisions of the 

a. The period of the creation. 

b. The period of Abraham. 

c. The period of Isaac and Jacob. 

d. The period of Joseph. 

IV. The Importance of the Book. 

a. Introduction to rest of the Bible. 

b. Background for gospel theme. 

1. Its introduction to God. 

2. Its introduction to man. 

3. The relationship between the 

c. Gospel Fundamentals Taught. 

1. All powerful and all wise God. 

2. Free agency of man. 

3. Sin, its meaning and effects. 

d. The chosen people. 

e. The foundations of Hebrew na- 

Lesson Enrichment: 

"Genesis, (Gr. Yeveois, becoming; the 
term being used in English as a synonym 
for origin or process of coming into be- 
ing, the name of the first book of the 
Bible, which derives its title from the 
septuagint rendering of Ch. 11:4. It is 
the first of the five books (the Penta- 
teuch) or, with the inclusion of Joshua 
of the six (the Hexateuch) whidh cover 

the history of the Hebrews to their occu- 
pation of Canaan. * * * Thus the book 
of Genesis represents the result of efforts 
to systematize the earliest history, and 
to make it a worthy prelude to the Mosaic 
legislation which formed the character of 
Judaism as it was established in or about 
the 5th century B. C. It goes back to 
traditions of the most varied character, 
whose tone was originally more in accord 
with earlier religion and thought. Though 
these have been made more edifying, they 
have not lost their charm and interest. 
The latest source, it is true, is without 
their freshness and life, but it is a matter 
for thankfulness that the simple compilers 
were conservative. * * * (Stanley Arthur 
Cook in the Encyclopedia Britannica.) 

"Although the writer has thus com- 
bined three separate and distinct sources, 
he has, nevertheless, written his history 
with a definite unity of design, his object 
being gradually to concentrate his readers' 
interest upon the ancestors of Israel. Con- 
sequently, after describing the creation of 
man and the distribution of various races 
of mankind in the world, he passes to the 
call of Abraham and his entry into Pal- 
estine, and from this point traces the 
origin of Israel, as distinct from related 
races, in the stories of four generations 
of patriarchs — Abraham, Isaac, Jacob and 
Joseph. 'The attention of the reader is 
fixed upon Israel, which is gradually dis- 
engaged from the nations and tribes re- 
lated to it: At each stage in the history, 
a brief, general account of the collateral 
branches having been given, they are dis- 
missed, and the narrative is limited more 
and more to the immediate line of Is- 
rael's ancestors.' (Driver, Genesis ii). 
* * * The records of the prehistoric pe- 
riod are based very largely on Babylonian 
tradition. They express the current He- 
brew ideas on the creation of man and 
human origins; the facts of human nature, 
its limitations, habits and institutions; and 
the distribution of mankind on the earth. 
Here, approaching the study of the Old 
Testament on the right lines, we should 
not expect, and we do not find, in the 
sphere of geology and ethnology, accur- 
acy of facts as established by modern sci- 
entific research. As will be shown in the 
next section, the Old Testament is not a 
treatise on physical science or a text book- 
on the history of mankind. It is a record 
of divine revelation in which we expect 
to find, and we do find, religious truth. 
All attempts to harmonize these earlier 
chapters of Genesis with the scientific 
knowledge of today start from a false 
premise, depend upon a forced and arti- 
ficial interpretation, and satisfy no seri- 
ous inquirer; 'we are forced therefore to 
the conclusion that though, as may be 
safely assumed, the writers to whom we 



Dec. 1930 

owe the first eleven chapters of Genesis, 
report faithfully what was currently be- 
lieved among the Hebrews respecting the 
early history of mankind, at the same timo 
making their narratives the vehicle of 
many moral and spiritual lessons, yet 
there was much that they did not know 
and could not take cognizance of these 
chapters, consequently, we are obliged to 
conclude, incomparable as they are in 
other respects, contain no account of the 
real beginnings either of the earth itself 
or of man and human civilization upon 
it.'" (L. E. P. Erith in "A New Com- 
mentary on Holy Scripture," pages 37- 

Fourth Sunday, February 22, 1931 
Lesson 7. The Creation of the Earth 

Text: Sunday School Lesson, No. 7. 

References: Genesis 1 and 2; Pearl 
of Great Price, Moses 2, Abraham 4 and 

Objective: To make the students fa- 
miliar with the_ Genesis story of creation 
and to emphasize the latter-day interpre- 
tation of this story by comparing it with 
the versions found in the Pearl of Great 
Price. And to show what the story of 
creation means. 

Suggestive Lesson Arrangement: 

I. The Genesis Account. 
II. The Pearl of Great Price Accounts. 

a. Moses. 

b. Abraham. 

III. Latter-day Saint theory in regard to 
the two accounts of the creation 
found in the Book of Genesis. 

IV. Modern Critics' Explanation. 

V. The Various Steps in the Creation 
Accords to Genesis. 

VI. The Gospel Theories Incident to the 
Story of Creation. 

a. All Powerful creator — God. 

b. Purposeful universe. 

c. Purposeful earth life for man. 

d. Relationship between God and 

VII. The Story of Creation a Basic In- 
troduction to the Gospel's Purpose. 

Lesson Enrichment: 

The Story of The Creation 

"And then the Lord said: Let us go 
down. And they went down at the Be- 
ginning and they, that is. the Gods, or- 
ganized and formed the heaven and the 
earth." Pearl of Great Price, Abraham 

"And it came to pass that the Lord 
spake unto Moses, saying, Behold, I re- 
veal unto you concerning this Heaven, 
and this Earth; write the words which I 

speak. I am the Beginning and the End, 
the Almighty God; by mine Only Be- 
gotten I created these things; yea, in the 
beginning I created the heaven, and the 
earth upon which thou standest. And the 
earth was without form, and void; and I 
caused darkness to come up upon the face 
of the deep: and my Spirit moved upon 
the face of the water; for I am God.— 
Pearl of Great Price. Moses 1. 

"There is a God and he hath created 
all things, both the heavens and the earth, 
and things that in them are, both things 
to act and things to be acted upon." Book 
of Mormon, 2 NepTii 2:14. 

"God created the world. God brought 
forth_ material out of which he formed 
this little terra firma upon which we roam. 
How long had this material been in ex- 
istence? Forever and forever, in some 
shape, in some condition." — Discourses of 
Brigham Young, page 153. 

What do we mean by "creation?" Is it 
to make the world out of nothing, or to 
organize a world out of existing matter? 
Give reasons for your answer. See "Sci- 
ence and Belief in God." (Pack) page 126. 

What is the purpose of the Creation? 
Pearl of Great Price, Abraham 3:22-26. 
Book of Mormon, I Nephi 17:36. 

Having in mind the answers to the two 
questions above submitted, let us now 
pass to the actual work of creation. 

First, there was the spiritual creation 
of all things. 

Second, the temporal creation of all 

Concerning the spiritual creation, the 
following quotations are helpful: 

"By the power of my spirit created I 
them; yea, all things both spiritual and 
temporal; firstly spiritual, secondly tem- 
poral."— Doctrine and Covenants 29:31- 
32. I Cor. 15:46. See also Pearl of Great 
Price — Moses 3:5-7; Abraham 3:5-7; 
Numbers 27:16. 

By the term "spiritual creation" we 
mean that as to man, our spiritual taber- 
nacles, or bodies were begotten of God 
as our father. We have never been told 
of our heavenly or spiritual mother, but 
Eliza R. Snow in the hymn "Oh! My 
Father" has set out what we may logically 
accept, that "truth is reason, trut'h eternal, 
tells me I've a mother there." 

In the Book of Mormon, Ether 3:9-16, 
it is revealed to us by Christ Himself, 
what our spiritual bodies are like. This 
most wonderful vision was given to the 
brother of Jared about the time of the 
building of the Tower of Babel and hun- 
dreds of years before Christ was born and 
yet Christ appeared as a man and in ex- 
planation of this fact, the brother of Jared 
was told (verse 16): "Behold, this body, 
which ye now behold, is the body of my 

Dec. 1930 



spirit; and man have I created after the 
body of my spirit; and even is I appear 
unto thee to be in the spirit will I appear 
unto my people in the flesh." So he did 
when born to the Virgin Mary many cen- 
turies later. 

Now as to the temporal creation, the 
Lord took the materials that as Brigham 
Young said had been in existence "for- 
ever and forever," and in His own way 
and in His own time shaped and formed 
this most wonderful world as a temporal 
habitation and school for us and all of 
mankind, his spiritual children. 

If we stop but a minute to contemplate 
all that this world comprehends we can- 
not but know that God alone could ac- 
complish such a marvelous task. Have 
this thought in mind as we consider the 
work of creation step by step as recorded 
in Genesis. 

Think of a mass of matter without 
form, suspended in space apparently with- 
out usefulness or purpose in a condition 
of darkness, then vizualize God bringing 
out of this chaos a heaven and an earth, 
with a period of light and a period of 
darkness, the light which He called day 
and the darkness night. If you have real- 
ly lived with God through this accom- 
plishment, you have been with Him dur- 
ing the first day or period of creation. 
We know not how long that day or pe- 
riod was, but this we know as we know 
that we live, that .the foundation of the 
world had been laid. 

At the beginning of the second day or 
period, God established tlie firmament, 
which he called Heaven. Have you ever 
thought of the wonderfulness of what is 
here so briefly stated. Think of the 
mighty processes necessarily employed in 
creating an expanse so vast that worlds 
upon worlds could be placed therein and 
yet never collide with one another and in 
purifying atmosphere so completely that 
the naked eye may see objects millions 
and billions of _ miles away. How can we 
refrain from joining with David as he 
sings through the ages "The heavens de- 
clare the glory of God; and the firmament 
sheweth His handiwork." — Psalm 19:1. 

During the third day we see the waters 
gathered back and the land called earth 
appear and then we behold plant life 
manifest itself in many forms. We could 
go on from here and spend the entire year 

in studying the story of. the earth and of 
the plants. We see and read about the 
mountains, valleys, deserts, rivers and 
oceans and yet we catch but little of the 
story they tell. We study plant life and 
yet we understand but few of its secrets. 
For instance, by what methods do the 
roots, stems and leaves of different plants 
produce out of the same plot of ground a 
beautifully colored rose, sweet pea, or vio- 
let, an ear of corn, a potato, a water- 
melon, a squash, a peach or a walnut? 

On the next day, or during the follow- 
ing period, which is the fourth, we be- 
hold the appearance in the firmament of 
stars or worlds, also the sun to rule the 
day and the moon to rule the night. Wc 
find the seasons established and the days 
and years fixed. What wonders! Who 
but God could work out and establish an 
order of worlds and other celestial bodies 
in the heaven such as we have. Think of 
Jupiter with a diameter of 88,392 miles 
and compare with our earth having a dia- 
meter of but 7,918 miles. Saturn, Uranus 
and Neptune are many times larger than 
our earth. Venus, tbe evening star, that 
we all know, is about the same size, while 
Mercury and Mars are smaller. Besides 
these think of the sun, the moon and the 
many hundreds of thousands of other 
bodies that may be seen through tele- 
scopes extending out through space for 
a distance of billions of miles. 

With the beginning of the fifth day or 
period came life in the waters in every 
form of fish and then came the fowls of 
the air each to bring forth its kind. And 
so is opened up to us another most won- 
derful chapter in the story of earth life. 

At the beginning of the sixth day or 
period, God made the beasts of the earth, 
the cattle and everything that creepeth 
upon the earth. And then he created man. 
This part of His work will be the subject 
of our next lesson. 

His work in bringing to earth the 
higher animal life was a most remarkable 
epoch and one that is introductory to the 
crowning achievement of creation — the 
coming of man. 

The following presents the earth's de- 
velopment according to Genesis as com- 
pared with what science has demon- 
strated. The classification is taken from 
"Science and Belief in God," (Pack) page 

The Two Accounts of the Creation 

Biblical Record 
Created by Deity. 

No evidence of how creation was 

By Whom Created 

Geological Record 
No definite statement regarding a creator. 

Manner of Creation 

Full details given. 



Dec. 193° 

Time Involved in Creation 

Biblical Record Geological Record 

Six days, but meaning of the term "day" Many millions of years, 
is very obscure. 

Order of Creation 

Appearance of light. 

Segregation of waters above and below 

the firmament. 
Segregation of land and water. 
Appearance of plant life. 
Appearance of sun, moon and stars. 
Appearance of water-living creatures, also 

Appearance of land-living creatures. 
Appearance of Man. 

Appearance of light. 

Clarifying of atmosphere by accretion of 

Appearance of continents? 

Appearance of plant life? 

Sun, moon, and stars first observable 
from the earth. 

Appearance of water-living creatures, al- 
so birds. 

Appearance of land-living creatures. 

Appearance of Man. 

In conclusion bear in mind that though throughout life you will meet those who 
will try to break down the position of God in the work of Creation, that always there 
will stand out as your support in standing with God, the great fact that the world is, 
and that its tiniest creation is a secret to the combined wisdom of all men in all time. 

Give Thanks for the Hard Things in Life 

By Nancy Smith Lowe 

There are those who give thanks for 
the pleasures 
And comforts which come to their 
door ; 
I hit repine at the trials and hardships, 
And complain that their burdens are 

There are souls who accept all the 


Bestowed by One gracious and just ; 

But lament if the road is o'ershadowed 

Or obscured by the storm and the 


Shall we then, accept only the good 


The ones which are easy to bear ; 

And revile at the fate which requires us 

To remove from the path thorn and 

snare ? 

Not to each comes the same kind of 

Yet hardships we surely must bear 
If we are to prove our true mettle, 

And pure gold is always too rare. 

So let us give thanks for the heart- 
For the briar-strewn way and the 
They are stepping-stones higher and 
They are helping us grow year by 

And instead of lamenting and grieving 
When difficult things come our way, 
Let us fasten our armour the closer 

And cheerfully, calmly obey. 

Not alone for the easy and pleasant Thank God for the beauty of labor; 

Should our praise and thanksgiving 

ascend ; 
For the Father in sending us trials, 
But proves He's more truly our 


The glory which follows the strife; 
For the strength which is born of our 

weakikess — 
Thank God for the hard things in 




General Board Committee: 

Alfred C. Rees, Chairman; James L. Barker, Vice Cliairman; 
and Horace H. Cummings 


First Sunday, February 1, 1931 

Ages 12, 13 and 14 

Lesson 3. Ishmael and His Family — 
Lehi's Dream 

Text: I Nephi, chapters 7 and 8; Sun- 
day School Lesson, No. 3. 

Objective: To teach that faith comes 
from dedication to God's service and not 
from mere spiritual manifestations. 

Suggestions on Preparation and Pres- 
entation: (1) Distribute the leaflets and 
ask that all pupils do the reading as out- 

(2) Special assignments of one pupil 
to tell the first story as briefly as possible 
and another to tell the second; two oth- 
ers to read to the class the passages they 
like best. 

The life of Sidney Rigdon may be cited. 
He received many spiritual manifestations 
in company with the Prophet Joseph 
Smith, but when he rested for a short 
time from his activities in serving the 
Saints, he retrograded, lost his place and 
finally his membership in the Church. 

(3) The class could learn in concert 
the verse, "How is it that ye have forgot- 
ten that ye have seen an angel of the 

(4) Develop as objective for the second 
chapter of the lesson the thought that 
eternal life can be gained by overcoming 

The two special assignments will prob- 
ably bring out passages relating to those 
who tasted of the fruit of the tree but 
were ashamed when pointed at by those 
in the spacious building. By questions 
bring out the meaning of the symbolic 

Apply the whole story of men's frail- 
ties as shown in the vision, to the life of 
the class. By questioning, get from them 
their interpretation of what today is, (1) 
the iron rod, (2) the path, (3) the fruit, 
(b) darkness, (c) man in white robe, 
(d) the large building, (e) the multitude, 
(f) the finger of scorn, etc., etc. This 
parallel will impress them with the fact 
that people today are faced with the 
identical problems ■ as those before the 
people of Nephi. Then the final query, 

1 low are we meeting these problems in 
our own Church? 

Second Sunday, February 8, 1931 

Lesson 4. Nephi's Vision of the History 
of His People and of Latter Times 

Text: I Nephi, chapters 12 and 13; 
Sunday School Lesson, No. 4. 

Objective: To teach that man has ad- 
vanced by the continual revival of right- 

Suggestions on Preparation and Pres- 
entation: Assignment for three-minute 
stories of 

(a) The history of Nephi's people. 

(b) The "great church." 

(c) The story of America. 

(d) The two books. 

In this lesson a short sketch of the 
origin of the Bible should be given. Tell 
how it came into possession of the people 
at large and then into the hands of the 
descendants of the people of Lehi. 

Explain how the two books, the Bible 
and the Book of Mormon beautifully and 
effectively supplement each other. Neither 
one takes the place of the other. 

See if the class understands the great 
advantage we have by possessing both 

Have the class repeat the article of 
faith dealing with this subject. 

Third Sunday, February 15, 1931 

Lesson 5. Building the Ship. The Voyage 
to the Promised Land 

Text: I Nephi, chapters 17 and 19; 
Sunday School Lesson, No. 5. 

Objective: To teach that faithfulness 
is rewarded with recognition and bless- 

The general assignment to read the text 
is assumed. 

Special Assignments. The story of 

(a) Building the ship. 

(b) What happened on the voyage. 

(c) The promised land. 

The material in this lesson should stim- 
ulate determination on the part of your 
class to obey counsel, to put forth their 
best endeavors to perform their duties. 
Determined boys and girls . or men and 
women do not see difficulties and shrink 
— they brush them aside just as did Nephi. 

Ask someone to give in brief the story 



Dec. 1930 

of "The Message to Garcia." 

Have the class recount some of the 
achievements of the Church and its lead- 
ers in the face of intense opposition and 
hardships. In each case, what effect has 
the applied faith had upon the individual 
and the Church? 

Among these achievements should be 

The courage of the prophet. 

His tenacity in translating the Book 
of Mormon. 

Wilford Woodruff's experiences. 

The Pioneer Movement. 

The conquest of the wilderness. 

Laying the foundation of our cities and 

Not yielding to the gold excitement in 

Our missionary service. 

Fourth Sunday, February 22, 1931 

Lesson 6. The Plates of Nephi — 
Lehi's Blessings 
Text: I Nephi, chapter 19, and II Ne- 
phi, chapters 1, 2, 3; Sunday School Les- 
son, No. 6. 

Objective: To teach the value of rec- 

To teachers: See that the class gets a 

clear comprehension of the two sets of 
plates begun by Nephi and the purpose 
each one was to serve. Let the class pic- 
ture what would have happened to the 
Nepliites, spiritually and from a literary 
standpoint, if they had kept no records 
or preserved their experiences in writ- 
ten form. How did these records help 
preserve their faith through many cen- 

What do great scholars and literary 
men say concerning the value of the 
Bible? What would have happened to 
the religious world if t'he prophets had 
not written and if good men had not pre- 
served them? 

Where did Joseph Smith get his first 
inspiration to pray? 

Why do missionaries distribute copies 
of the Book of Mormon? 

Why should we also be a record-keep- 
ing people? 

Let the class enumerate the various 
records that we are keeping. What rec- 
ords are being kept of the dead? Why? 
Refer to t'he prophecy in today's lesson 
concerning the call of the latter-day Jo- 
seph. What value was a written record 
in this case? 



Stake Superintendent, A. A. Lewis; First Assistant, E, Stanley Miller; Sec- 
ond Assistant, Ursell Shu ins School Superintendent, Solomon Shupe; First 
Assistant, August Averett; Second Assistant, Ben Shirts. 


General Board Committee: Adam S. Bennion, Chairman; J. Percy Goddard, Vice Chairman 


Ages 10 and 11. 

First Sunday, February 1, 1931 

Lesson 51. John Taylor Conveyed From 
Carthage to Nauvoo, Illinois. 

Text: Sunday School Lessons, No. 51. 
Supplementary References: Andrew 
Jenson, Church Encyclopedia, Book I, pp. 
781-782; Brigham H. Roberts, Life of 
John Taylor, pp. 142-151; Brigham H. 
Roberts, Comprehensive History of the 
Church, Vol. II, pp. 289-299; Brigham 
II. Roberts, Rise and Fall of Nauvoo, 
pp. 320-322; Joseph Fielding Smith, Es- 
sentials in Church History, pp. 382-384. 
Objective: To show that the greatest 
happiness is realized among one's friends. 
Organization of Material: 
I. About midnight, June 27th, 1844, John 
Taylor, in his wounded condition, was 
taken from Carthage Jail to Hamil- 
ton's Tavern at Carthage, Illinois, by 
Willard Richards and others. 
II. On July 2nd, 1844, Elder John Taylor, 
still suffering from his wounds, was 
brought from Carthage to his home 
in Nauvoo. 
Lesson Enrichment: *'Shoritly iafter 
Joh'n Taylor's return to Nauvoo, Eliza 
R. Snow addressed the following lines to 

Thou chieftain of Zion, henceforward thy 

Will be classed with the martyrs, and 

share in their fame; 
Thro' ages eternal, of thee 'twill be said. 
With the greatest of prophets he suffered 

and bled. 

When the shafts of injustice were pointed 

at him, 
When the cup of his suff'ring was fill'd 

to the brim, 
When his innocent blood was inhumanly 

You shar'd his afflictions and with him 

you bled. 

When around you like hailstones, the rifle 

balls flew, 
When the passage of death opened wide 

to your view, 
When the prophet's free'd spirit thro' 

martyrdom fled, 
In your gore you lay welt'ring— with 

martyrs you bled. 

All the scars from your wounds, like 

trophies of yore, 
Shall be ensigns of HONOR, till you are 

no more; 
And by all generations of thee shall be 

With the best of the prophets, in prison, 

he bled." 

(B. H. Roberts, Life of John Taylor, pp. 


Application: Among whom have I en- 
joyed the greatest happiness? 

Second Sunday, February 8* 1931 

Lesson 52 Expulsion of the Saints from 
the State of Illinois. 

Text: Sunday School Lessons, No. 52, 
Supplemenjtairy .References: Andrew 
Jenson, Church Chronology, pp. 26-27; 
Andrew Jenson, Church Encyclopedia, 
Book I, pp. 788-507; Brigham H. Roberts, 
Rise and Fall of Nauvoo, pp. 323-343; 
Brigham H. Roberts, Comprehensive His- 
tory of the Church, Vol. II, pp. 413-503; 
Joseph Fielding Smith, Essentials in 
Church History, pp. 385-394. 

Objective: To show that the enemies 
of the saints were relentless in their per- 

Organization of Material: 
I. August 8th, 1844, Brigham Young 
became the leader of the Church of 
Jesus Christ of Latter-day Saints. 

II. On August 28th, 1844, Wilford 
Woodruff and others left Nauvoo 
to preach the gospel in England. 

III. During the years 1844-45, many con- 
verts to the gospel arrived in 

IV. During 1844-45 the saints labored 
diligently to complete the Nauvoo 

V. In the fall of 1844, the enemies of 
the Church demanded that the 
saints immediately leave the state of 
VI. January, 1845, the Legislature of the 
state of Illinois repealed the Nauvoo 
VII. The boys of Nauvoo now assumed, 
in part, the duties of a police force. 

Lesson Enrichment: "Information to 
Emigrants — We shall now proceed to 
give such particulars in regard to the 
journey as may be needful. 



Dec. 1930 

Those intending to emigrate will do 
well to take no furniture with them except 
the necessary articles of beds, bedding, 
wearing apparel, pots, cooking utensils, 
etc., which will come in useful both on the 
ship and on the steam-boat, and after they 
arrive. Do not be encumbered with old 
bedsteads, chairs, tables, stands, drawers, 
broken boxes, worn out bedding, soiled 
clothing, rusty tools, etc.; but provide a 
great plenty of good and substantial wear- 
ing apparel, bedding, etc., consisting of 
every necessary article of manufactured 
goods both for men and women, because 
these things are much dearer in Western 
America than in England, and no duties 
will be charged by the American govern- 
ment on wearing apparel already made 
up, even if each passenger has several 
suits of clothes. Everything which is 
not designed for use on the passage should 
be carefully packed in strong boxes or 
trunks. Emigrants will not have to pay 
anything for freight of their usual house- 
hold goods and furniture on the ocean; 
but it will cost something for freight up 
the Mississippi River for every article 
except a certain quantity which is allowed 
each passenger free as traveling luggage. 

"New Orleans is by far the cheapest 
route for emigrants to Illinois; and much 
money may be saved by emigrating in 
large companies. * * * 

"Perhaps the passage money and pro- 
visions for each passenger from Liverpool 
to New Orleans will be not far from four 
pounds. (Approximately $19.47). Chil- 
dren under fourteen years of age, half- 
price; under one year nothing. * * * 

"When the ship arrives in New Orleans 
the company will need to send their fore- 
man, or leader, or committee, to charter 
a steamboat for Nauvoo or St. Louis, 
which will probably be from 15 shillings 
($3.65) to 25 shillings ($6.08), per head, 
and provisions to be purchased for about 
two weeks; so the whole passage money 
from Liverpool to Nauvoo will probably 
be from 5 pounds ($24.33) to 7 pounds 
($34.06). It will be much dearer to go 
individually; and even in companies the 
utmost prudence will be necessary, in 
order to go through on the amount above 

"When emigrants arrive in Nauvoo they 
must expect to undergo many incon- 
veniences: they cannot expect to rent 
houses and enter at once on a comfortable 
living, but must pitch their tents, and 
build themselves 'temporary [cottages. 
About 30 or 40 yards of calico will make 
a very good tent, and the value of four 
or six week's work, with little or no ex- 
pense, will erect a small cottage, which the 
new settlers in that country consider both 
comfortable and respectable. 

Prices of Provisions, etc. 

"Wheat will cost from 2 shillings (49c) 
to 3 shillings (73c) per bushel — (a bushel 
of wheat will make 40 lbs. of flour.) 
Potatoes, one shilling (24c) per bushel. 
* * * A good cow and calf will cost 
from 2 pounds 10 shillings ($12.16) to 3 
pounds 10 shillings ($17.03) — the keep will 
cost nothing except in winter. Pigs, 
poultry, etc. are very cheap, and may be 
reared in great abundance by the poorest 
inhabitant. Vegetables of all kinds are 
produced in great abundance, and are very 
cheap. Fuel costs little, except the trouble 
of obtaining it from the wilderness, or 
coal from the mines which abound in 
many parts of the Western States; but 
wood is chiefly used for fuel as yet. Land 
may be purchased or rented in plenty, on 
such terms as will put it within the reach 
of the poorest inhabitant. Money is very 
scarce in that country, and if the emigrant 
can carry a few pounds with him it will 
go very far towards supplying him with 
home and provisions; but if a man has 
nothing but his hands he is far better off 
in that country than in England. But 
none need imagine to himself that he can 
sit down there and live without industry 
and enterprise; if they do they will meet 
with disappointment. But if an emigrant 
goes there with a spirit of honest industry, 
enterprise, and economy, and with an eye 
single to the glory of God and the welfare 
of himself and his fellow creatures, and 
of the society of the Saints of Light, he 
will find himself in a . way to establish 
himself and his posterity in the enjoy- 
ments of home and happiness, and sur- 
rounded with the unspeakable blessings 
of free institutions. (Millennial Star. 
Volume II, pp. 60-61). 

Application: What do boys do today 
to assist in the protection of the citizens 
of a community. 

Third Sunday, February 15, 1931 

Lesson S3. Expulsion of the Saints from 
the State of Illinois— The House Burners. 

Text: Sunday School Lessons, No. 53. 

Supplementary References: Brigham 
H. Roberts, Comprehensive History of 
the Church, Vol. II, pp. 470-500; Brigham 
H. Roberts, Rise and Fall of Nauvoo, pp. 
343-48; Joseph Fielding Smith, Essentials 
in Church History, p. 394; Andrew 
Jenson, Church Encyclopedia, Book I, 
pp. 805^819. Andrew Jenson, Church 
Chronology, pp. 27-28. 

Objective: To show that the enemies 
of the saints were relentless in their per- 

Organization of Material: 
I. On April 6th to 9th, 1845, confer- 

Dec. 1930 



ence of the Church was held at 
Nauvoo at which 25,000 people were 
II. On April 8th, Governor Ford ad- 
vised Brigham Young to lead the 
Mormons to California. 

III. From May 19th to May 30th, 1845, 
the murderers of Joseph and Hyrum 
were placed on trial, but were re- 

IV. The enemies of the saints conse- 
quently became bolder and began to 
burn the houses of many saints liv- 
ing in the settlements outside of 

V. Sheriff J. B. Backenstos of Hancock 
county, supported by a group of 
Mormon men, opposed the house- 
VI. Franklin A. Worrell, a mobber, was 
killed by order of Sheriff Backen- 
VII. On September 16th, 1845, President 
Young issued a proclamation to the 
mob stating that if they would cease 
their mobbings the saints would 
move from the state during the next 
Lesson Enrichment: The Prophet 
Joseph wrote in his history, August 6, 
1842: ''Passed over the river to Montrose^ 
Iowa, in company with General Adams, 
Colonel Brewer, and others, and witnessed 
the installation of the officers of the 
Rising Sun Lodge Ancient York Masons, 
at Montrose, by General James Adams, 
Deputy Grand-Master of Illinois. While 
the Deputy Grand-Master was engaged 
in giving the requisite instructions to the 
Master-elect, I had a conversation with a 
number of brethren in the shade of the 
building on the subject of our persecutions 
in Missouri and the constant annoyance 
which has followed us since we were 
driven from that state. I prophesied that 
the Saints would continue to suffer much 
affliction and would be driven to the 
Rocky Mountains, many would apostatize, 
others would be put to death by our 
persecutors or lose their lives in conse- 
quence of exposure or disease, and some 
of you will live to go and assist in making 
settlements and build cities and see the 
Saints become a mighty people in the 
midst of the Rocky Mountains." (Joseph 
Smith, History of the Church Volume V 
P. 85). 

Anson Call states the following con- 
cerning the circumstances and the time 
the Prophet made the prophecy: We 
"crossed the Mississippi river to the town 
of Montrose, to be present at the install- 
ment of the Masonic Lodge of the 'Rising 
Sun*. A_ block schoolhouse had been pre- 
pared with shade in front, under which 
was a barrel of ice water. * * * Joseph, 

as he was tasting the cold water, warned 
the brethren not to be too free with it. 
With the tumbler still in his hand ha oro- 
phesied that the Saints would yet go to 
the Rocky (Mountains; 'and,' said he, 
'this water tastes much like that of the 
crystal streams that are funning from the 
snow-capped mountains.' We will let 
Mr. Call describe this prophetic scene: 

"I had before seen him in a vision, and 
now saw while he was talking his coun- 
tenance change to white; not the deadly 
white of a bloodless face, but a living 
brilliant white. He seemed absorbed in 
gazing at something at a great distance, 
and said: 'I am gazing upon the valleys 
of mountains,' This was followed by a 
vivid description of the scenery of those 
mountains, as I have since become ac- 
quainted with it. Pointing to Shadrach 
Roundy and others, he said: 'There are 
some men here who shall do a great work 
in that land.' Pointing to me, he said: 
'There is Anson, he shall go and shall 
assist in building up cities from one end 
of the country to the other, and you,' 
rather extending the idea to all those he 
had spoken of, 'shall perform as great a 
work as has been done by man, so that 
the nations of the earth shall be aston- 
ished, and many of them will be gathered 
in that land and assist in building cities 
and temples, and Israel shall be made to 

"It is impossible to represent in words 
this scene which is still vivid in my mind, 
of the grandeur of Joseph's appearance, 
his beautiful descriptions of this land, and 
his wonderful prophetic utterances as 
they emanated from the glorious inspira- 
tions that overshadowed him. There was 
a force and power in his exclamations of 
which the following is but a faint echo: 
'Oh, the beauty of these snow-capped 
mountain gorges!' Then gazing in an- 
other direction, as if there was a change 
of locality: 'Oh, the scenes that this 
people will pass through! The dead that 
will lay between here and there.' Then 
turning in another direction as if the scene 
had again changed: 'Oh the apostasy that 
will take place before my brethren reach 
that land'* 'But,' he continued, 'The 
priesthood shall prevail over its enemies, 
triumph over the devil and be established 
upon the earth, never more to be thrown 
down!' He then charged us with great 
force and power, to be faithful to those 
things that had been and should be com- 
mitted to our charge, with the promise 
of all the blessings that the Priesthood 
could bestow. 'Remember these things 
and treasure them up. Amen.' " (Joseph 
Smith, History of the Church, Volume V 
footnote pp. 85-86). 



Dec. 1930 

Application: Refrain from evil for it 
has no bounds- 
Fourth Sunday, February 22, 1931. 

Lesson 54. Explusion of the Saints from 

the State of Illinois—The Courage of 

Sheriff Backenstos. 

Text: Sunday School Lessons, No. 54. 
Supplementary References: Brigham 
H. Roberts, Comprehensive History of 
the Church, Vol. II, pp. 50(M1; Brigham 
H. Roberts, Rise and Fall of Nauvoo, pp. 
348-353; Joseph Fielding Smith, Essen- 
tials in Church History, pp. 394-97; 
Andrew Jenson. Church Chronology, p. 
28; Andrew Jenson, Church Encyclopedia, 
Book I, pp. 419-821. 

Objective: To show that Sheriff 
Backenstos, though not a Mormon, had 
the courage to do his duty. 
Organization of Material: 
I. On September 16th, 1845, Sheriff 
Backenstos rescued his wife -and 
children from the mob; he also dis- 
persed a mob of house-burners at 
Bear Creek. 

II. Sheriff Backenstos now raised two 
hundred men in Nauvoo and set out 
against the stronghold of the mob- 
bers in the vicinity of Warsaw. 
III. On September 20th, Sheriff Back- 
enstos marched upon the mob, who 

fled across the Mississippi into Mis- 
IV. On September 20th, a committee 
from the city of Macomb waited 
upon the leaders of the Church at 
Nauvoo desiring to know whether the 
saints were going to leave the state 
in the spring of 1846. 
V. The citizens of Quincy, Illinois, now 
sent a committee to Nauvoo to con- 
sider what best might be done for 
the peace of Hancock and surround- 
ing counties. 
VI. Mormon families from La Harpe and 
outlying territory were continually 
moving into Nauvoo for protection. 
Lesson Enrichment — Nauvoo: "Nauvoo 
is situated on the .east bank of the Missis- 
sippi River, in Hancock County, Illinois, 
near the head of what are usually called 
the Des Moines Rapids, 12 miles by river 
,above Keokuk ^ (Iowa) "and 'Hamilton 
(Illinois), 18 miles above Warsaw (Illi- 
nois), 50 miles above Quincy, (Illinois), 
190 miles above St. Louis (Missouri) and 
1,200 miles above New Orleans. It is also 
9 miles by river below Fort Madison 
(Iowa), 30 miles below Burlington (Iowa), 
and 100 miles below Rock Island (Iowa). 
The word Nauvoo comes from the He- 
brew, and signifies "beautiful situation." 
(Historical Record, Church Encyclopedia, 
Book I, pp. 743-4). 

Application: What are my duties? 
Have I the courage to do them? 


Sister Alice Jenkins, teacher, writes to 
Superintendent, David O. McKay con- 
cerning the New Martinsville Sunday 
School, West Virginia, as follows: 

"This Sunday School has been organ- 
ized a little over two years and it has 
continued to grow from two or three 

families to over fifty members at the 
present time. 

"I have been a teacher in this class 
for almost two years and have seen the 
steady increase in its growth. At present 
we have an enrollment of twenty-five 
members and an average attendance of 
fifteen. About one-fourth of the class 
are non-members. About six members 
of the class have almost a perfect class 
record. For the year 1929 a prize was 
offered to the student with the most per- 
fect record and a year's subscription to 
'The Instructor' was given as the prize. 
It was won by Pearl Tribett. There is 
much interest manifest over this prize 
for the coming year. We surely enjoy 
"The Instructor' that we receive each 
month. It is a valuable asset to our 
Sunday School." 

P R I M»A R Y 




General Board Committee: Frank K. Seegmiller, Chairman; assisted 
by Florence Home Smth, Lucy Gedge Sperry and Tessie Giauque 


Ages 7, 8 and 9 

First Sunday, February 1, 1931 

A Picture Lesson 

The teacher should have in her hands 
all of the pictures used during the month 
of January. Let the children tell the 
stories these pictures suggest to them. 
This period may be made a most inter- 
esting one if the children are divided in- 
to groups of eight or ten and they are 
rather near the teacher. A little heart 
to heart talk about each lesson helps the 
children to express the lesson truth in 
terms of their own experiences. 

Second Sunday, February 8, 1931 
Lesson 93. The Blind Beggar 

Text: John 8:12, 51, 59:9; Sunday 
School Lesson, No. 93. 

Helps: Weed's "A Life of Christ for 
the Young;" "Jesus the Christ," by Tal- 

Objective: The Lord shows the way 
to those who have faith in Him. 

Memory Gem: "I am the light of the 

Songs: "Jesus Bids Us Shine," "Shine 
On." — Deseret Sunday School Songs; "If 
You Have Faith." — Kindergarten and 
Primary Songs, Thomassen. 

Pictures: The Blind Man, Bible and 
Church History Stories, Part II, page 
66; "Christ Healing the Blind Man," The 
Instructor, November, 1930. 

Organization of Material : 

I. Jesus' Disciples Inquire About a 
Blind Man. 

a. They leave the temple after being- 
cast out. 

b. He had been blind since birth.; 

c. Was a character known to all. 

d. Jesus answers the inquiries. 

1: He had not necessarily done 

• wrong. 

2. Was there to show the power 
of God. (Jesus the Light of 
the World.) 
LI. Jesus Heals The Beggar. 

a. Anoints his eyes with clay. 

b. Tells him to bathe in the Pool of 

c. The blind man sees.^ 

J II. Jesus Shown to be Divine. 

a. People question the miracle. 
b. The healed man's answer. 

c. Jesus testifies that He is the Son 
of God. 

d. The healed man becomes a be- 
liever in Christ. 

Lesson Enrichment: Point of Contact: 
Let the children tell how they are able 
to walk without stumbling when it is 
dark. What kind of lights help them to 
see their way? Have them close their 
eyes for a moment. How much light can 
they see? Let them think how sad life 
would )be if it was always dark in front 
of their eyes. Then continue according 
to the suggestions on leaflet No. 93. Sun- 
day School Lessons. 

Questions — Application: In our les- 
son we have really talked about two lights 
which shone for the beggar. When his 
eyes were opened, what light was it he 
saw? And how lovely it must have seem- 
ed to him after having been blind all his 
years. When folks tried to tell him that 
Jesus had not healed him, he was more 
clever than they were for he saw the 
light which Jesus was trying to give to 
everyone. Even though the beggar proved 
to them that he could see that a miracle 
had been performed, the people who 
knew him would not believe it. They 
shut their eyes to the light Jesus held out 
to them. The best way to find light is 
to look for light. Sometimes the fathers 
and mothers of young folks like us, try 
to show us the way to go, they try to 
light the way for us and we close our 
eyes and d^ not believe what they say 
to us. Tomorrow when mother says, 
"Son, I believe I would go this way," 
which way shall we try to go? When any 
older person or wiser person says, "Girls 
and boys this seems the best way to do," 
what shall we try to do? 

Third Sunday, February 15, 1931 
Lesson 94. A Servant Healed 

Text: Luke 111:1-10; Matt. 8:13; Sun- 
day School Lesson, No. 94. 

Objective: Great faith brings great 

Memory Gem: Jesus said, "As thou 
hast believed, so be it done unto thee." 

Songs: "God Is Always Near Me."— 
Songs for Little Children. Elinor Smith: 
"If You Have Faith."— Kindergarten and 
Primary Songs— Thomassen. 




Dee. 1930 

Organization of Material: 
I. Jesus Called to Bless a Beloved 

a. The servant of a wealthy officer 
in the Roman army. 

1. The officer had helped the 

2. He loved the good wherever he 
found it. 

3. He was worthy. 

b. The servant lay dying. 

c. The elders of the Jews plead for 
Jesus' help. 

II. The Centurion Has Great Faith. 

a. He sends word of his unworthi- 

b. He realizes Christ's power and 

c. His request, 

III. Jesus Heals the Sick Man. 

a. He calls the people's attention to 
the centurion's great faith, 

b. The servant made whole. 
Lesson Enrichment— Point of Contact: 

The following may be used as an ap- 
proach to the lesson. When you first sec 
your mother in the morning, what do 
polite boys and girls say? When you see 
your playmates on the way to school, 
what do you say? And how do you say 
it? One morning a gentleman took the 
street car to go to work. He was sad for 
he had many troubles. All the world 
seemed blue to him that morning. As the 
car stopped at a corner to let people on, 
a young lady entered. As she sat down 
two seats- in front of this sad gentleman, 
she smiled and said, "Good morning, Mr. 
B ." Mr. B smiled too as he an- 
swered. Somehow he felt a little better. 
Each time he thought of that pleasant 
"Good morning," he seemed happier. By 
the time he left the street car he felt 
happy enough to say to her as he passed, 

"Good luck to you today, Miss H ." 

"Thank you," was her reply. When Mr. 

B entered his office he was quite a 

different man from the sad looking gentle- 
man who sat on the street car. With a 
smile in his voice, he greeted his co- 
workers and the whole office force start- 
ed the day right. Just think how much 
good those four words, "Good morning, 
Mr. B " did that day. 

There was another time when a few 
words worked wonders with a. person. It 
was in the days of Jesus. One gentleman 
believed so strongly in Jesus and His Di- 
vine power that it took only a few words 
to make his sick servant well. Then con- 
tinue with the lesson development. 

Questions — Application — Illustrations: 
Where was Jesus when He healed the 
rich man's servant? How did He do it? 
Can the Lord do a thing like that for us? 
Whom do we have near us who has the 
right to ask God to bless us? When do 

we ask them to help us? How have you 
been helped? (The teacher may tell a 
personal experience on faith and let the 
children tell some of theirs. Help the 
children to have a desire to believe more 
and more in the power of God to help us 
in our daily lives.) 

Fourth Sunday, February 22, 1931 
Lesson 95. A Woman's Faith 

Text: Mark 5:25-34; Matt. 9:20-22: 
Luke 8:43-49; Sunday School Lesson; 
No. 95. 

Helps: "Jesus the Christ," Talmage. 

Objective: We may receive blessiwgs 
through our own faith, even though we 
do not declare it to others. 

Memory Gem: "Daughter, thy faith 
hath made thee whole." 

Songs: "I Do Believe," "Because He 
Loves Me So," Primary Assn. Song Book. 
"If You Have Faith," Kindergarten and 
Primary Songs, Thomasson. 

Organization of Material: 

I. Jesus On His Way to Bless the Sick. 

a. Had been called to bless a little 

b. Crowds followed Him. 

II. A Woman Desires a Blessing. 

a. She had been ill twelve years. 

b. Had tried the skill of many 

c. She had great faith in Jesus. 
III. She is Healed. 

a. As she touches His garment. 

b. Jesus asks for an explanation. 

c. The woman tremblingly offers it. 

d. Jesus' kind comment. 

Lesson Enrichment: Point of Contact: 
Talk with the children a little about what 
they pray for. When they wish a special 
blessing do they, make it plain to the Lord 
what they wish. Our Father in Heaven 
is pleased to hear .the requests of His 
children. He wishes them to thank Him 
for past blessings and He is interested in 
the kinds of blessings they wish in the 
future. When we ask our earthly par- 
ents for money, they generally desire to 
know what we wish to buy with it. When 
they know exactly what we want instead 
of "just money," they are more apt to 
give it to 'us. Why? 

In our story today, a woman wanted 
a blessing. She knew that Jesus could 
give her that blessing. But she found out 
that He was interested in knowing more 
about it. 

Questions— Application — Illustrations: 
There are times when little folks need 
blessings when they are not near the 
elders of the Lord. What is one way 
to do in a case like that? Recall an in- 
cident when a little child's faith and pray- 
ers have helped him when he has been 


General Board Committee: 


Ge&rge A. Holt, Chairman assisted by Inez Witbeck and 
Marie Fox. 


First Sunday, February 1, 1931 

Ages 4, 5 and 6 

The Children's Period 

One of the best ways to be sure that a 
child knows a fact or a truth is to let him 
express it. So this period is to be used 
to let the children tell about the stories, 
used last month, to bear their little testi- 
monies, as it were, as to how they feel 
about what they have heard. Since pic- 
tures of the Flight into Egypt, the Child- 
hood of Jesus, and Jesus in the Temple 
are rather plentiful, maybe teachers could 
show two or three artists' view-point of 
them. Let the children express in their 
own words, who obeyed in each lesson, 
whom he obeyed, and the blessings re- 
ceived each time. Be sure to let them tell 
how little people may quickly obey at 
home. Review the memory gem, the 
songs and the rest exercises. 

Songs for the month: "A recipe for 
a Valentine," "The Cat's Cradle,". Riley 
and Gaynor, No. 1 : "Closing Prayer," 
Kindergarten and Primary Songs. 

Second Sunday, February 8, 1931 

Lesson 4. A Crooked Woman Healed 

Text: Luke 13:11-17. 

Helps: "Jesus the Christ", Weed's "A 
Life of Christ for the Young." 

Objective : Striving to brighten other 
lives brings joy and satisfaction. 

Organization of Material : 

I. Jesus Sympathized with a Cripple. 

a. The woman could not raise her body. 

b. She had been thus for sixteen years. 

c. Jesus laid His hands upon her. 

d. She was made straight. 
IT. Onlookers criticized Him. 

a. The leader of the synagog was in- 

His remarks. 

b. Jesus' attitude 

He illustrates with a story on 
IH. All Rejoice Together. 

a. Jesus' adversaries see their mistake. 
1). They are ashamed, 
c. Joy reigns among them. 
Lesson Enrichment — Point of Contact: 
Use the approach to the lesson used for 

Lesson IV in "Sunday Morning in the 
Kindergarten." After the story of St. Val- 
entine has been told tell the children that 
Jesus the Christ was always happy to 
make others glad. We do not suppose 
that folks called his kindness valentines 
but they made sad people happy just the 
same. Then tell how He made the crook- 
ed woman straight. 

Illustrations — Application : In applying the 
principle involved in our objective we are 
anxious that the little children will have their 
attention called to times and situations in 
which they may brighten other lives. The 
story suggested in "Sunday Morning in the 
Kindergarten" (for lesson IV) does this 
very thing in a most pleasing way. It 
not only does that but it makes a good 
illustration for our objective. 

Rest Exercises : The rest exercises sug- 
gested in our text for this month are ap- 
propriate. Use each one as it correlates with 
the lesson. 


"Gentle words are never lost 
However small they seem : 
Sunny rays of love are they 
That on our pathway gleam." 

Third Sunday, February 15, 1931 

Lesson 5. King David and the Little 
Lame Prince 

.Text: "Sunday Morning in the Kinder- 
garten"; I Samuel 20:14-17; II Samuel 4:4. 

Objective: By doing deeds of kindness 
we bring happiness to others. 

Organization of Material: 

I. David and Jonathan Were Fast Friends. 

a. David, a shepherd boy musician. 
In the house of King Saul. 

b. Jonathan, the king's son. 

c. Jonathan helps David. 

d. They vow to love each other always. 
II. Jonathan Called to Battle. 

a. With king Saul, his father. 

b. He leaves his son in care of a nurse. 
The nurse treats him as her own 

c. Both Saul and Jonathan are slain. 

III. The Little Prince is Injured. 

a. Soldiers threaten his home. 

b. The nurse flees to safety with him. 

c. The Prince falls. 

He is permanently injured. 

d. He is left without a home. 
His friend,s are kind to him. 

IV. King David Gives Him a Home. 



Dec. 1930 

a. He thinks often of his boyhood 

b. Inquires about his children, 
c. The lame prince brought to King 

David's palace. 

Lesson Enrichment : Point of Contact : 
Use the approach to this lesson as suggested 
in "Sunday Morning in the Kindergarten." 

Illustrations — Application: Since this is 
the day following Valentine's day, let the 
children each tell of one person who was 
made happy the day before, who did it and 
how it was done. Then let them tell of 
one or two ways to make folks at home 
happy tomorrow when it is not Valentine's 

Gem : Same as for last Sunday. 

Fourth Sunday, February 22, 1931 

Lesson 6. How a Donkey Asked for 

Text: Numbers 22: 21-35. 

Objective: Kindness to our animal 
friends should be a pleasure as well as a 

Organization of Material: 

I. Balaam is Unkind to his Donkey. 

a. Balaam starts on a journey. 
With two servants and a donkey. 

b. He strikes his donkey. 

1. The donkey sees an angel in her 

2. She turns out of the way. 

c. He beats her and desires to kill her. 

1. Because she accidentally bruises 
his foot. 

2. Because she lies down under him. 

II. The Lord Helps the Donkey to Plead 
for Mercy. 

a. He opens her mouth so she can talk 
to Balaam. 

b. She asks why he has struck her. 

c. Tells of her faithfulness. 

1. She has devotedly carried him all 
these years. 

2. Has never sought to hurt or kill 

d. Balaam admits her devotion. 

III. Balaam Repents and Expresses His 

a. He sees the angel of God in his path. 
Perhaps anger has prevented his see- 
ing clearly before. 

b. He bows and falls on the ground. 

c. The angel shows him how his donkey 
has saved him. 

d. Balaam is sorry. 

Lesson Enrichment — Point of Contact: 
Use the approach to this lesson (No. 6) 
found in "Sunday Morning in the Kinder- 

Illustrations^ — Application : The story 
suggested for this lesson in "Sunday Morn- 
ing in the Kindergarten," may serve a double 
purpose. It is a good illustration and it 
also suggests some ways for little children 
to show their kindness to animals. Find out 
from the children other ways that they may 
show kindness to animals. 

"My dog is a playmate 

With shaggy coat so warm 

I like to feed and care for him 

He never does me harm." 

Present each child with a cut-out dog 
on which is written, "Be kind to me." 

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Teachers : 
Cliurlotte and La Friel 




Tom Tom Escapes the Ax on 
Christmas Day 

By Glen Perrins 

"Now if you will herd those turkeys 
real carefully this fall for me," said 
Jimmy Thompson's neighbor, "I'll give 
you your choice of the Toms for 
Christmas dinner." 

"It's a bargain, Mr. Smith," ex- 
claimed Jimmy. "Mother and father 
will certainly be pleased when I bring 
home a big gobbler. It won't be such 
hard work, herding turkeys." 

"Oh. I don't know about the hard 
work," said Mr. Smith. "Each morn- 
ing you must get up at daybreak and 
see that the turkeys fly in the right 
direction down toward the farmyard. 
If they go toward the mountains or 
highway they will get lost or stolen 
and I want to make sure that every 
one is accounted for this year." 

"How many turkeys have you 
altogether, Mr. Smith ?" asked Jimmy, 
as he looked over the big gobblers 
strutting about the farm yard. 

"Fifty-one exactly," answered the 
neighbor, "that odd one is for you at 
Christmas time, provided you've 
proved yourself a capable herder this 

"Oh, I'll herd them all right," said 
Jimmy, as (he shooed the 'strutting 
Toms and the hens toward the open 
fields nearby, "it will be a lot of fun 
earning our Christmas dinner." 

Had Jimmy known then of the dif- 
ficult tasks that were before him or 
how he would learn to love his choice 
Tom he wouldn't have passed off the 
remark so lightly. But he didn't re- 

alize it at the time and began his work 

Each morning before sunup Jimmy 
climbed out of bed and dressed hurried- 
ly. Then he raced to a clump of high 
trees on the edge of the fields and 
called, "Here, gobble, gobble, gobble, 
gobble. It's time to get up." 

Down would fly the turkeys, one 
after another — just as the sun's rays 
came peeping over the mountains. 
How beautiful the hills were that early 
in the morning with the dew on the 
grass and the trees with their brilliantly 
hued leaves. 

The turkeys knew breakfast awaited 
them, and led by Tom Tom, as Jimmy 
learned to call the leader of the flock, 
the gobblers half flew and ran to the 
farm yard where Mr. Smith put grain 
in a long trough for them. 

The days passed swiftly by. Each 
morning after the turkeys had eaten 
their breakfast Jimmy shooed them 
into the nearby fields and then went 
about his play. Each evening he drove 
them back for their supper, and then 
saw that they were safely roosting in 
the tall trees for the night. 

Long ladders with steps across them 
had been placed to the branches of the 
trees by Mr. Smith. These were used 
by the turkeys in going to roost. 

One morning when Jimmy went out 
at daybreak to get the turkeys he found 
that everything was in commotion. 
Turkeys were wildly flapping their 
wings, some of them still on their 
roosts and others soaring over the fields 
toward Mr. Smith's barnyard. 

Looking up for the cause of the 
commotion, Jimmy saw a large hawk 
soaring round and round just above 



Dec. 1930 


the tree tops. On the topmost branch 
of the tree was Tom Tom, Jimmy's 
prize turkey, hissing and snapping, 
ready to defend his flock from the 
hawk who was out unusually early. 

"Here, gobble, gobble, gobble, 
gobble," called Jimmy from the ground 
below, but neither Tom Tom nor the 
hawk seemed to hear. 

The long ladders with steps across 
them were just ahead of Jimmy. Re- 
membering his promise to Mr. Smith 
to guard his turkeys real well and also 
that his Tom Tom was in danger. 
Jimmy seized a large club and raced 
for the ladder that looked the stoutest. 

"No hawk is going to get Tom 
Tom," cried Jimmy as he climbed up 
the ladder which creaked under his 
light weight. 

Up, up, up, Jimmy climbed. Then in 
a moment his hand clutched the lowest 
branch on the tree and Jimmy scamp- 
ered up the step-like branches while 
the hawk circled nearer and nearer. 

Jimmy was almost beside Tom Tom 
before the hawk paid any attention to 
him. Just as the large bird was about 
to strike Jimmy hurled the club with 
all his might, striking one of the 
hawk's giant wings. 

Wiith a scream the hawk fluttered to 
earth, flapping his one wing wildly. 
. Tom Tom flew to earth and proudly 
strutted at the head of his flock, as 
if he had wounded the bird himself. 

Jimmy lost no time in scrambling 
down the tree and racing to the home 
of Mr. Smith. "Hurry over to the 
roosting tree," he shouted as the neigh- 
bor came to the door, "there's a large 
hawk over there." 

With this Jimmy ran back to see 
that no further danger came to the 
flock which by this time were gobbling 
wildly in a nearby field. The hawk 
continued to screech and flap about on 
the ground, but its injured wing kept 
it from flying away. 

Mr. Smith arrived with gun in hand 
and after killing the hawk came over 
to Jimmy, who told him how Tom Tom 
had defended the turkeys. 

"You are the one who drove the 
hawk away with the club, though," 
said Mr. Smith. "And it was mighty 
fine work, too. I'm going to market 
the gobblers today and you may keep 
Tom Tom for Christmas- — I suppose 
he is your choice of the turkeys." 

"Yes, I like Tom Tom best," re- 
plied Jimmy, slowly, "but I wouldn't 
have the heart to eat him. He's my pal 
now; you know." 

"You mean to say that now that 
you've earned a nice turkey dinner you 
are turning it down?" demanded Mr. 

"Well, if you put it that way, I 
guess I am," replied Jimmy. "And 
I would hate for anyone else to eat 
Tom Tom, too. Couldn't you keep the 

Dec. li>30 



big gobbler over to take care of the 
flock next year?" 

Mr. Smith thought for a moment 
and then with a smile answered, "May- 
lie I can, Jimmy. You and Tom Tom 
can take care of my new flock again 
next year. And say, here's $5. for 
herding the turkeys — I'm taking the 
fifty of them to market today and your 
work is over." 

"Gee, thanks a lot Mr. Smith," said 
Jimmy, happily. "I'll tell Momsy 
we're going to eat chicken or pork roast 
this year instead of turkey." 

And so Tom Tom escaped the ax 
on Christmas day, and Jimmy not only 
bought two nice chickens for dinner 
but he had a little money to spend, too. 

What Uncle Alec Meant 

Emma Florence Bush 

"Grandma has awful poor eyesight," 
confided Maisie to Uncle Alec when he 
came to visit them. "I think she needs 
some new glasses dreadfully. She can- 
not see across the street, and she can- 
not see to read very well. All she can 
do is knit." 

"I think," said Uncle Alec, "that it 
runs in the family. I know a little 
girl who lives here whose eyesight is 
very, very poor." 

"Why Uncle Alec!" cried Maisie, 
opening her eyes very wide. "There 
is only one little girl here and that is 
me. And I can see, just as well — as 
well as anything." 

( "This little girl," said Uncle Alec, 
"was running through the sitting room 
this morning, when she knocked a 
paper off the table and did not see it." 

"Why, yes, I did," said Maisie, "But 
I was in a hurry. Laura Brown was 
going to the store and I wanted to go 
with her." 

"Then," continued Uncle Alec, "later 
in the day she was running past Grand- 
ma's chair, and she caught her foot in 
Grandma's ball of wool, and pulled the 
knitting out of her hands, unravelling 
a lot of stitches. I know she didn't see 

it this time, for she said, 'Oh, I didn't 
see it Grandma, and ran out of the 
room. Mother had to come and pick 
up the worsted and the stitches and 
start Grandma knitting again. 

Maisie hung her head but she did not 
say anything. "Then," said Uncle 
Alec, "this same little girl ran out into 
the kitchen, and as she went bv the 
kitchen table she knocked off a pan full 
of peas that mother had shelled, and 
they rolled all over the kitchen floor. 
Of course she did not see them either, 
for mother had to stop and pick them 
up. I am very sure I shall have to get 
her a pair of glasses." 

"You have, Uncle Alec," said Maisie 
soberly, "truly I did not think about 
not seeing things like that. I will wear 
your glasses and try hard, truly I will." 

A few days later Uncle Alec brought 
Grandma some new glasses that she 
said gave her back her own eyes, she 
could see so plainly. "Grandma thinks 
her new glasses are lovely," said 
Maisie, "she can see so much with 

"I know another pair of new glasses 
that are making things plain," said 
Uncle Alec. "They are worn by the 
same little girl I told you about last 

"They showed her the dust in the 
sitting room, and she has dusted the 
room every morning for three days. 
They helped her to see ;the faded 
flowers in the vase on the dining room 
table, and she put fresh ones in it. 
Then they showed when Grandma 
dropped stitches in her knitting, and 
she took them all up for her. They 
saw that mother had a whole lot of 
tomatoes to peel for the preserves she 
was making, and she took a knife and 
helped the whole morning. They no- 
ticed when Black Kitty was hungry 
and needed to be fed. And as for the 
errands they pointed out to be done — 
well, they have been a very busy pair 
of glasses indeed." 

"Oh, Uncle Alec," cried Maisie joy- 
fully, "then you have noticed how hard 



Dec. H>3Q 

I have tried. I was so afraid you 
wouldn't and would go home thinking 
I was just as blind as when you came." 

"No, indeed," said Uncle Alec, hug- 
ging her. If that had happened I 
would have needed a new pair of 
glasses, too. Now, I think if your new 
glasses look in my left hand pocket 
they will find a string of coral beads 
that I brought to give a little girl but 
thought she was too blind to see them." 

"Oh, the pretty beads," cried Maisie, 
as she held them safely in her hand, 
"and to think that I almost didn't get 
them, Uncle Alec, just because I didn't 
use my eyes." 

The Message of the Ages 

The "Message of the Ages" 

Was a pageant, wonderful and grand. 

'Twas a true proclamation 

In which God had a hand. 

'Twas about the great creation, 
The first sacrifice to God. 
This was offered up by Adam, 
To our Savior, Christ and Lord. 

Also of the great world flood, 
And the Israelites so bold. 
Of the scene upon Mt. Sinai, 
Of the Prophets and Seers of old. 

When Jesus was born in Bethlehem 
The stars shone clear and bright. 
He was born in a lowly manger 
On that bright and glorious night. 

After Christ's crucifixion 
The apostasy began. 
The people answered Satan's call, 
God took His church from man. 

After many years there came a boy — 
Joseph Smith by name. 
He translated the golden plates. 
But not to gain him fame. 

He organized the Church of Christ. 
The true Church of today. 
He was the chosen one of God, 
To work in God's own way. 

Adrienne Willis, 

Box 178, 
Age 13 Grantsville, Utah. 




The Budget Box is written entirely by children under seventeen years of age* 
To encourage them, "The Instructor" offers book prizes for the following: 

Best original verses of not to exceed twenty lines. 

Best original stories of not to exceed three hundred words. 

Best amateur photographs, any size. 

Best original drawings, Black and white. 

Every contribution must bear the name, age and address of the sender, and must 
be endorsed by teacher, parent or guardian as original. 

Verses or stories should be written on one side of the paper only. Drawings 
must be black and white on plain white paper, and must not be folded. 

Address: The Children's Budget Box, "The Instructor," 47 East South Temple 
Street, Salt Lake City, Utah. 

Betty's Christmas Turkey 

Christmas was coming near at hand. 
Mr. WHlson's family was very poor. 
They thought they couldn't have any 
Christmas, although they hoped and 
prayed they would. Mr. Wilson's 
name was Don, and Mrs. '.Wilson's 
was Jennie. They had five children 
three boys and two girls. The boys 
names were Jack, Jesse, and Jim. The 
girls names were Betty and Bessie. 
They were twins. 

There was a nice big turkey gobbler 
running around town. The owner 
couldn't catch him so said, "Anybody 
who catches him may have him." Mr. 
Wilson said to his boys, "Let's go 
see if we can't get work somewhere." 
They looked for work, and got a job 
picking turkeys. They got twenty- 
five cents for a turkey. By night-fall 
they had each earned two dollars. 
They went home with candy, nuts, 
salmon, vegetables, fruits and every- 
thing to make a good meal with and a 
present for each one in the family. 
Betty went out-side. After awhile she' 
came in shouting: "Father! Father, 
come quick!" Mr. Wilson went out 
side and what do you think? Betty 

had that nice, big turkey tied up. They 
killed him, and cooked him. Their 
prayers were answered, and they had 
the best Christmas of anyone in town. 

Mary Eliza Ipson, 
Age 10. Junction, Utah. 


962 So. stli East St., 

Age 15. Salt Lake City, Utah 



Dec. 19 p 

Piuedale, Arizona 

Nonsense Poem 

'Twas in the land of Down-Side-Up, 
That every kitten was a pup; 
And if it is as I remember, 
July the Fourth came in December. 

I saw the noise as thunder crashed, 
[ heard the light when lightning flashed 
[ knew the weather was quite fair 
Because the sun was in the air. 

The camels there had dainty wings, 
And hoptoads, too, were crowned as 

The stillness soon became so loud 
That I "goodbyed" the whole queer 


Old Santa 

I just love Old Santa, 

He's good to you and me, 
And he's the slyest guy, 

That ever you did see. 

Me comes right through the sky, 
And then comes to onr tree. 

As fast as he can fly, 

Without waking you or me. 

Soon our hands are filled with sweets, 

And in a happy throng, 
Every one repeats, 

A joyous Christmas song. 

Ola Lofgreen, 
Age 12. Saint David, Arizona. 

Find trie Silver Lining 

All this world seems full of sorrow, 
It makes no difference where we go, 

And always we find in each to-morrow, 
A heart that's filled with pain and 
woe. y 

Stop not to think of the pains of the 
Because there's a silver lining for 
each cloud, 
Just remember that there's always a 
And try each night to be thankful 
to God. 

V^elma Smith, 
Age 16. Holbrook, Idaho. 

Age 14. 

Naida Richardson, 
231 E. 3 N., 
Logan, Utah. 


B60 Wilmington Ave. 
Age 13. Salt Lake City, Utah 

Dec. 1030 



Liverpool, England 

Nov. 14, 1930. 
Dear Editor of the Budget Box: 
This is my fourth entry into your 
Budget Box competitions. The first 
time, and second, I received 2 lovely 
books, for which I thank you very 
much. Through your publishing my 
first 2 drawings in "The Instructor'' 
three girls from Utah and one from 
Wyoming have written to me, asking 
to be friends, and I in return wrote 
back again, and now although we are 
only "pen" friends, we are great pals. 
So let me thank you again for gaining 
me these four nice friends in U. S. A. 
I am. 

Yours sincerely, 

Agnes Bourne, 

37 Rockingham Street, 
Kirkdale, Liverpool, 


Who Do You Think It Is? 

Mark I hear a ringing sound, 
It must be Santa coming to town 
With a pack on his back and loads of 

good cheer, 
ITe is sure to visit us every year. 

Carefuly down the chimney he'll creep, 
Finding the children fast asleep. 
All the stockings he'll fill from top 

to the toe. 
Then up the chimney he'll sing "Ho 


And now Santa jumps in his pretty 

red sleigh. 
And starts his reindeers away, away 
To the far-off land of ice and snow 
Where many little Eskimos grow. 

Good bye dear Santa, we wish you 

good cheer 
And hope you will visit us once every 

Come with your raindeers, your sleigh 

and your pack, 
And we will be watching until you 

come back. 

Connee Blossom Andersen. 
Age 11. Cornish, Utah. 

Summer Gone — Winter Here 

Winter nods her graceful head, 
Summer is getting ready for bed ; 
She is old and sleepy now, 
That good Winter will allow. 

Summer knows she has done her part, 
Winter is getting ready to start. 
He is ready to take our hand, 
That good Summer will understand. 

We are happy to think Winter is here, 
We must say goodby to Summer dear. 
She has helped us very well, 
That's what we want Winter to tell. 

Ella Curfew, 
Age 12. Leota, Utah. 

Polly Winkums 



and 2821* and a 
lot lunch means a journey, of course. 
Now Joey and Helen were sitting on the 
porch watching some men put Mam- 
ma Winkums' s fjjlS^into a 
Papa Winkums came down the | j|Kp with a 

in one hand,— Grandpa Winkums had a 
too, and Grandma Winkums carried a big ^f of 
lunch on her arm. "Here's your mm , Joey/ 
called Mamma Winkums. "And don't forget your 
V^ ." Helen ran across the street to get her <SB "> , 
and there was the j|^S} and ^6®-- waiting. M Oh 
Joey ! I'm going to the js clli§|j^. with you," laughed 




Helen. Joey ran back to thet^JLjft* to say 
bye" to the^^ , and into theiSJk 
yard to say ' ' good-bye * to the chickens 
and ducks and turkeys. Then patter-pat- 
ter back came his little ^S^^P to climb 


into the 

beside Helen, 
one road and up another, under shady trees and out 
into the hot ^%^ they went. Then, 'Here's the 
station," called ifis* . And " Here comes the train," 

Dec, 1930 



said ^Eji^ • Joey kissed Helen * Good-bye," *hen 
he threw his arms around Grandpa Winkums's neck 
and hugged him so tight that his -^^rb- popped off. 

He kissed Grandma Winkums's dear old 
cheek, and patted the^i^B^^white nose. 
' Oh," cried Helen, *y° u forgot to 
say " good-bye " to «?» Winkums." 
'So .4 did,*' said Joey. 'But just 
then out popped ^pr" from under the back seat. 
" Goockbye. Good-bye," she called. ' Run, run, 
you're late. Ha-ha-ha. Polly wants a cracker— pretty 
Polly." How all the men and women and all the 
little girls and boys did laugh. ' Good-bye Polly," 
called Joey, as the conductor helped him into 
the train, Joey sat down on the car seat and Papa 
Winkums opened the 
" Here, here," laughed heien, as 
Grandpa Winkums lifted her 
up in his arms, so that just 
her bright ^ £ peeped in over 
the window sill. " I forgot to 
give you this. I took it all my- 
self, with my new camera." "What is it," said Papa 
Winkums. "A picture of Polly Winkums," laughed Joey. 





Dumb: "I've got a cold in the head." 
Patient: "Well, that's something." 


"I hear the country is starting a cam- 
paign against malaria." 

"What have the Malarians done now?" 

A Paradox 

Since I have been buying on instal- 
ments, the months are shorter and the 
3 r ears longer. 

Camping on the Game Trail 

Mrs. Jones: "Do your daughters live 
at home?" 

Mrs. Smith: "Oh; no! They aren't 
married yet." — Laughs. 


Keen, but nervous amateur: "I say, 
old chap, what shall I do if they ask me 
to sing?" 

Candid Friend: "Do? Why, sing, of 
course — it'll be their own fault." — Laughs. 

Start Work at Once 

Rufus: "I'll give you ten dollars to du 
my worry for me." 

Gooftts: "You're ion. Wlhere's the 

Rufus: "That's your first worry." . 


The teacher of a physiology class was 
lecturing on the scalp. 

"What is dandruff?" he asked. 

"Chips off the old block," replied a 

Will Learn Soon 

"Mummy, can all angels fly?" 
"Yes, darling." 

"But the cook can't fly, and daddy calls 
her his little angel." 

"No, but she will fly, dear." — Laughs. 


Amos 'n' Andy are going to make a 
moving picture. 

Look out Mr. Producer. Pepsodent 

dissolves the film! — It's Said and Done. 

Nor Cat in the Catsup 

Diner: "Hey, waiter, there's no turtle 
in this soup." 

Waiter: "No, and if you look close 
you'll find that there is no horse in that 


Lady: "Do you keep electric refriger- 

Fresh Salesman: "No, we sell them!" 
Lady: "Well, you'll keep the one you 
were going to sell me!" 

— It's Said and Done. 

Wise Cracks 

The first real touch of winter is the 
coal dealer's. — Virginian-Pilot. 

It's a wise crack indeed, that knows its 
own originator. — Life. 

Members of the younger generation are 
alike in many disrespects. — Arkansas 

As we understand it, the rising genera- 
tion retires about when the retiring gen- 
eration rises. — Dallas News. 

A girl with cotton stockings never sees 
a mouse. — Stanford Chaparral. 

"Vf^TTT? \7T^Ttf~"*TT nas a natura l beautiful quality that should be developed. Middle age is not 

too late to improve it. 


will tell you how to keep your voice young. 
STUDIO— 34 South Main Street, Salt Lake— Phone Wasatch 1816 



Phone 1920 888 So. State 

See Us For 



Lenses Duplicated — Prompt Service 

Brighten up your Chapel or Amuse- 
ment Hall with New Style 

Lighting Fixtures 

From the Lighting Studios of 

Elder Bros. Electric Co. 

Dependable Electricians 

134 East Broadway 

Branch Stores at Ogden and Provo, Utah 


Pure Sego Milk 


Cream's Rival 

at less than i 

l half the 



1 cup sugar 
1-2 cup butter 
1 1-2 cups flour 
1-2 teaspoon salt 

1 cup date pieces 

2 teaspoons baking 

Cream butter and sugar \ 

dates, nuts, baking powder and salt, then 
diluted milk, extract and stiffly beaten whites. 
Bake in small muffin tins in a slow oven. 

Whites of 3 eggs 

1-4 teaspoon lemon 

3-4 cup blanched al- 

1-3 cup Sego milk 
diluted with 

1-3 cup water 

add flour mixed with 

"Dairy Barn 


and . . . how to build them" 

is the title of a useful booklet which we will send you free ... on request 


III iXJ I W rl • H McCornick Building 

^•V^/i.^1 V/1VJL JL 1_> Salt Lake City 




Jftrmj (EhriHttttaa 

And there is no better way to say it than with a Good Book. 

A Book is a gift that lasts and gives ever recurring pleasure, 

long after the Christmas festivities have passed. 

Our stock is full of books of 
biography, travel, history, phil- 
osophy for the adult — your 
friends will like "The Life 
Story of Brigham Young," by 
Susa Young Gates. Price $5.00. 

And for the children — Tell us 
how old the child, send us the 
amount you want to spend, and 
we'll select a book for you as care- 
fully as we do for our own chil- 
dren. We have thousands of charm- 
ing books for children at prices 
from 50c to $5.00. 

Of course we have 


Portable Typewriters, Cameras, Bill Folds, Brief Cases, etc. 

Deseret Book Company 

44 East on South Temple 




The Myers Self-Oiling Home Water System 





Air Bound or 
Water Logged 

Tanks Eliminated 

No Personal 

Designed for 

Operation from 

any kind of City 

Current or from 

Farm Lighting and 

Power Systems 

For use in Cisterns 

or Shallow Wells 

up to 22 feet in 



250 Gals. 
Per Hour 

300 Gals. 
Per Hour 

Floor Space 

25" x 29" x 52" 


The Meyers Self-Oiling Home Water System is automatic. Its operation 
ia controlled by an electric switch which automatically starts the Pump when 
the pressure in the tank falls to 20 pounds and stops the Pump when the 
pressure reaches 40 pounds. The pressure is always maintained between these 
two points. The maximum pressure can be raised as high as 50 pounds if 
desired ; however, 40 pounds is recommended. 

The air supply in the tank is controlled by the Automatic Air Volume 
Control. No personal attention necessary. 

PRICE LIST, Represented by Fig. 2510 

For Full Information on Your Water Problems Write 

Consolidated Wagon & Machine Co. 

40 Branches — Utah 

Salt Lake City, Utah 

50 Agencies — Idaho 




Office 319 South Main 

Distinctive Work 

Telephone Hyland 190 

Cbrtstmas (Earfcs 


This year, our cards are more beautiful than ever before 

Order ]\OW Before it is loo Late 

We have an opportunity for a few enterprising Christmas Card Sales 
People who can use a little additional money for the Holidays 



Superior in Quality 

Always Fresh at Your Grocers 


Products — Batter — Cheese — Eggs — Milk — Our Cottage Cheese Beat in the World 





Intermountain TOY 

Our STOCKS are still complete. "We can take care of 

W- H* Bintz Company 

Was. 4805 

579 West 2nd South 

Salt Lake City 

dUUI SHqp 

Stores at Salt Lake — Ogden — Logan, Utah 
Idaho Falls — Rexburg, Idaho 


Shoes, Slippers, Hose and Galoshes 

are useful gifts that are truly 
appropriate for Christmas. 

Styles for Mother, Father, Sister 
or Brother. 


No. 1 East Broadway 


This describes the Old American System of Re-Roofing right over the old wood 
shingles with OLD AMERICAN ASPHALT SHINGLES. Successful on thou- 
sands of homes. Ask us about it. No obligation. 

Oi_D *m£K>Cam 

Phone Was. 2663 

1764 Beck St., Salt Lake City 





Beneficial Life Insurance Co. 

Heber J. Grant, President E. T. Ralphs, Gen, Mgr. 


An Enlarged Toy Department 


THAT . . . 

— Talks 

—r- Sleeps 
— Wakes 






Can Be Dressed 
and Undressed 



Life-size And such a 
doll ! — dressed prettily in 
the smartest clothes. 


! One of the smartest looking- wagons any hoy could 
wish for. Body of heavy gauge steel. Wheels 9% 
I inch, heavy duty double disc, self-sustaining roller 
I bearings. 


135 South State 

Phone Hyland 843 


Just taste their CANDY — Especially Their 5c Bars, 
back for more. 

You will come 

A box of Glade's Candy makes a pleasing and appropriate Christmas gift. 

There is a goodness about each piece that shows the results of good 
making and of using good material. That is why GLADE'S CANDY 
is generally favored. 

Glade Candy Co* 


So. 5th East, Salt Lake City